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"Coauthors Harada and Yoshina authored the first text that focused on learning assessment in a school library context. In this revised and expanded version of "Assessing for Learning: Librarians and Teachers as Partners," they continue to shed light on the issue of school librarians helping students to assess for learning. The book begins with a brief discussion of national reform efforts and the importance of assessment for effective learning within this context. The balance of the book provides numerous strategies and tools for involving students as well as library media specialists in assessment activities, emphasizing the importance of students assessing for their own learning. It also provides specific examples of how assessment can be incorporated into various library-related learning activities. All chapters in this second edition have been updated with additional information, and three new chapters on assessing for critical thinking, dispositions, and tech-related learning have been added."

The resources on this website provide information and sample test questions to familiarize Texas educators and the public with the design and format of the STAAR assessments. The information is intended to help educators understand how the new STAAR program measures the Texas Essential Knowledge and Skills (TEKS) curriculum standards. These resources are intended to support, not narrow or replace, the teaching of the TEKS curriculum. The resources on this website provide information and sample test questions to familiarize Texas educators and the public with the design and format of the STAAR assessments. The information is intended to help educators understand how the new STAAR program measures the Texas Essential Knowledge and Skills (TEKS) curriculum standards. These resources are intended to support, not narrow or replace, the teaching of the TEKS curriculum.

"This classroom guide is intended to inspire and expand your thinking about effective assessment for project-based learning. The tips are organized to follow the arc of a project. First comes planning, then the launch into active learning, and then a culminating presentation. Reflection is the final stage. Download this today and get started! "

"Perhaps the most difficult aspect of project-based learning for me was figuring out how I was going to assess it. I'm sure some teachers love assessing and marking student work, but honestly, I'm uncomfortable with most grading and scoring. I appreciate feedback and I don't mind giving feedback, but I hate reducing it to a letter, number, or score. To me, it undervalues the learning."

"As you are watching, ask yourself: What changed by using, in this case, the iPad and ShowMe app? Could the same [learning] have been accomplished by keeping students' illustrations analog? Was there differentiation potential? Can this type of "activity" be used as an assessment to replace/upgrade traditional assessment? Are the movie clips potential artifacts for digital portfolios? Could these movie clips be part of a variety of student work at a parent-teacher conference? Was any learning amplified by placing it on the classroom blog to share with families? What skills were practiced? What literacies were supported? Was it worth the extra time investment, the learning curve?"

Great list of attributes and suggestions for pre-assessment in the classroom by a GT specialist using this every day.

From Byrdseed Gifted - awesome web site of a master teacher

Use the Rubric Maker to make customized assessments for student work. You can create rubrics for primary, elementary, middle, and high school. The default text has been written to be appropriate for each level. After choosing a title and grade level for the rubric, you will be able to choose and edit a variety of existing performances, as well as create performances specific to the content your class is studying.

"We are a team of educators, entrepreneurs, and engineers passionate about improving education. We believe in super simple tech tools to enhance classroom engagement, assessment and personalization. Thank you for joining us as we share strategies, tips and ideas for using Socrative. Join in the conversation and help our community grow!"

At P2PU, people work together to learn a particular topic by completing tasks, assessing individual and group work, and providing constructive feedback.

"Getting the school year started right can mean calling home with a positive message, stepping out of your comfort zone or simply asking for help. The connections you make in August can serve you well through the trials of K-12 education. You never know when you're going to need help -- from an encouraging smile to a better way to assess a standard. While the Internet and social media are great, they are merely tools to connect you with the people behind all of the accounts. With so much to do, it can be easy to push collaboration back, but this can have a long-term erosive effect on your happiness in teaching. The earlier you start, the easier it becomes. "

What started out as Sal making a few algebra videos for his cousins has grown to over 2,100 videos and 100 self-paced exercises and assessments covering everything from arithmetic to physics, finance, and history.

We need to develop more learning opportunities where students constitute the actual evaluators for the work itself. Imagine if students, teachers and others evaluate and provide feedback to determine the effectiveness of a student's creation: Develop an 60-second speech to be shared with the student council and three advertising posters to be copied and placed around school to decrease bullying. Your work will be evaluated according to our rubric by the students in our class, outside professionals and me - as the teacher. These are the experiences that push learning beyond a one-way conversation between student and teacher. They demystify the assessment process and allow each student to be a creator and simultaneous evaluator, providing multiple experiences for students to recognize and apply the criteria for quality"

I spend a lot of time, these days, talking and writing about how we are asking teachers to redefine what it means to be a teacher - and, in all fairness, how difficult that is. I try to present myself as a master learner, suggesting that part of what teachers should be, today, is constant and resourceful learners - master learners. But perhaps a significant part of this exercise in redefinition should involve our students - an explicit remolding of perceptions of these youngsters, in order to fully shift the relationship between student and teacher, learner and master learner.