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Assessment Insights

3 Benefits of A Coherent Assessment System

[fa icon="calendar'] June, 2017 / by Press Room posted in Classroom Assessment, Accountability, Interim Assessments, College and Career Readiness, Connecting Teaching and Learning

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You’ve told us that district leaders are struggling to reduce the time they spend on testing. Your assessment calendars are full, and you’re under pressure to carve out more time for student instruction. We understand that reality, and we can help.

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7 Key Elements of Strong Assessment Items [Infographic]

[fa icon="calendar'] April, 2017 / by Press Room posted in Classroom Assessment, Assessment Literacy, Formative Assessment, Accountability, Connecting Teaching and Learning

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Effective assessments help you make decisions about future instruction. But how do you ensure that every item in your assessments provides valid and reliable data?

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Who Has Time to Innovate? Part 5 of 5

[fa icon="calendar'] April, 2017 / by Dr. Stuart Kahl posted in Classroom Assessment, Assessment Literacy, Formative Assessment, Accountability, Interim Assessments, Connecting Teaching and Learning

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With the search for innovative assessment systems, states and districts are deeply engaged in finding new options. One thing we hear from state and local assessment staff is that time is already short. How can we devote time to thinking strategically and creatively, much less to try things out in schools?

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2 Major Trends in the Future of Large-Scale Assessment

[fa icon="calendar'] March, 2017 / by Steve Ferrara posted in Classroom Assessment, Assessment Literacy, Formative Assessment, Accountability, Interim Assessments, Connecting Teaching and Learning

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Media reports are full of stories that the new administration intends to “repeal the Common Core,” expand vouchers and charter schools, and slash education funding. Talk about disruption. What does all that mean for large-scale accountability testing? In my view, not very much.

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What is a Balanced Assessment System? 4 Assessment Definitions that Might Surprise You [Infographic]

[fa icon="calendar'] February, 2017 / by Press Room posted in Classroom Assessment, Assessment Literacy, Formative Assessment, Accountability, Interim Assessments, Connecting Teaching and Learning

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The Every Student Succeeds Act (ESSA) emphasizes the need for a balanced assessment system (BAS). While there’s a lot of uncertainty about the fate of ESSA, many of us in the K–12 world understand the inherent rightness of a BAS and will persist in seeking that kind of comprehensive assessment plan. It’s the bright, elusive butterfly of assessment—we all want it, and we’re all working hard to pin it down. We’ve established our vision of a BAS, and it’s based on having a clear understanding of the goals and uses of various assessment types.

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Reflections from CSTA and NSTA Conferences

[fa icon="calendar'] November, 2016 / by Press Room posted in Classroom Assessment, Formative Assessment, NGSS, Connecting Teaching and Learning

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Fall conferences are in full swing for educators, and Measured Progress recently attended two regional science conferences: the California Science Education Conference (CSTA) in Palm Springs, and the first regional NSTA conference of 2016  in Minneapolis. It was incredibly energizing to meet so many science educators, and we came away from both conferences very impressed by the dedication of K–12 educators in the science community. Attendees described their shared mission to educate today’s students to know, think, and act like scientists and engineers, in line with Next Generation Science Standards (NGSS)*, and they offered numerous ideas about how to best fulfill that mission.

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How Do You Fit New NGSS-based Assessment into Current Science Curricula?

[fa icon="calendar'] September, 2016 / by Press Room posted in Classroom Assessment, Formative Assessment, NGSS

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Having to select new curriculum and find appropriate NGSS-aligned assessment tools to support your transition to the Next Generation Science Standards (NGSS*) can be a challenge. According to a recent article in Education Dive, the hurdle is even higher: “Teachers should be assessing whether students get the core ideas, but they also need to know whether students understand the larger framework and the ways scientists and engineers approach questions about the world.” In other words, K-12 science education today has to go beyond confirming content knowledge, to helping students make connections across science disciplines. At the same time, students are tasked to figure out how to understand natural phenomenon and create solutions to design problems. That’s a tall order, for sure.

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5 Tips to Help Transition to NGSS

[fa icon="calendar'] May, 2016 / by Press Room posted in Classroom Assessment, Formative Assessment, NGSS

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The Next Generation Science Standards (NGSS*) demand a shift in how educators approach science education. This shift includes an emphasis on the integration of three dimensions: to incorporate an understanding of how scientists and engineers think and act with the learning progression of science content. Students need opportunities to engage in learning that blend all three dimensions of the standards:

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