For decades, formative assessment has been a silent engine for learning—powering insights about student progress and worker readiness. But let’s be honest, in a world where technology is evolving ...

Six or seven years ago, when we were formalizing our approach to “Assessment for Learning” at the Center for Collaborative Education (CCE), we called it Quality Performance Assessment (QPA), meaning ...

When designing formative assessments, instructors need to think about aligning the assessed knowledge and skills, as well the assessment format itself, with desired learning outcomes and with the ...

In 2024, CU Boulder identified the need for an intensive cross-campus focus on creating and assessing program learning outcomes to support student success, guide academic planning and meet the ...

Helping students progress towards their educational goals involves communicating how far they have come and how far they have yet to go. This is the role of assessment. Designing meaningful assessment ...

In a climate where there continues to be a movement among parents and educators to opt out of standardized tests, ‘assessment’ has become a dirty word. However, assessment in itself isn’t to blame.

The Hechinger Report covers one topic: education. Sign up for our newsletters to have stories delivered to your inbox. Consider becoming a member to support our nonprofit journalism. Editor’s note: ...

Tests and exams often inform too late what should have been known earlier. Stealth assessment and adaptive training may provide exciting opportunities.

Pre and post assessments are integral part of the experiential learning journey. They empower students to develop ownership of their own experiences making sense and creating meaning of the outcomes ...

A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z Achievement target: Desired level of performance. Often used ...