This paper synthesizes recent research on formative assessment to elucidate its core components, then examines some new approaches currently being tried in schools. It considers the evidence for them, as well as the questions and issues they continue to raise, and takes a look at the challenges schools and school systems face in implementing both new approaches and more established models of formative assessment.
By assessing a broader set of outcomes, including deeper content understanding and critical thinking, school districts and states can have a better sense of school quality and what can be done to improve learning and instruction.
Virginia, California, and Texas are activating promising ideas, practices, and policies with an emphasis on developing new systems of assessment that focus on local participation in design and development. Taken together, these states' efforts offer important early lessons and guideposts for other states.
This brief presents research showing that, when the concepts of student autonomy and assessments' role in that development are explored, implemented, and measured, students will become more competent and confident learners ready to handle challenges in academics, the workplace, and civic life. The brief also offers examples of student autonomy and initial proof of viable concepts. Finally, we leave the reader with discussion questions to prompt consideration of related issues of policy and practice.
The American Institutes for Research, in May of this year, released a study tracking the progress of students who attended high schools in the Deeper Learning Network and comparing their outcomes to those of similar students from non-Network schools. AIR
Student-centered assessment is a vital underpinning to student-centered learning approaches. This paper examines five defining qualities of student-centered assessment and underscores its importance as part of a balanced system of assessment.