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Who Has Time to Innovate? Part 3 of 5

[fa icon="calendar'] December, 2016 / by Dr. Stuart Kahl posted in Assessment Literacy, Formative Assessment, Accountability, Connecting Teaching and Learning

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How do you find time to improve education and assessment?

The innovation in assessment encouraged by the ESSA passed in late 2015 sounds great, but we hear from educators that time is short at every level—from state personnel who are responsible for accountability assessments to local administrators and teachers who are responsible for most of the testing students experience. “How can we find time to create and evaluate new possibilities,” they ask, “much less devote time to trying new things in our schools?”

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Who Has Time to Innovate? Part 2 of 5

[fa icon="calendar'] November, 2016 / by Dr. Stuart Kahl posted in Assessment Literacy, Formative Assessment, Accountability, Connecting Teaching and Learning

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Innovation in education and assessment sounds good . . . but there’s never enough time.

The ESSA expanded the possibilities for assessment, and invited stakeholders to begin to create innovative assessments. However, a question we hear from state and local educators is: How can we find time to create and evaluate new possibilities, much less devote time to trying out new things in schools?

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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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Who Has Time to Innovate? Part 1 of 5

[fa icon="calendar'] October, 2016 / by Dr. Stuart Kahl posted in Assessment Literacy, Accountability, Connecting Teaching and Learning

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10 sources of concern about time . . . and recommendations to address them

There’s a lot of discussion about innovative assessment practices today, for a variety of reasons, including the flexibility offered by the Every Student Succeeds Act and general dissatisfaction with traditional tests that focus on lower level cognitive skills. States and districts are deeply engaged in finding new assessment options, with growing interest in using performance assessment to gauge students’ higher order thinking skills and create engaging assessment activities with high instructional value.

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Doing the Right Thing: Feeling Good about Working on "Next-Generation" MCAS

[fa icon="calendar'] August, 2016 / by Press Room posted in Accountability, College and Career Readiness, Connecting Teaching and Learning

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Supporting the Students of Massachusetts

Stating the obvious, K–12 educational assessment is a complicated business. It’s not just because education standards and federal assessment requirements change. Throw in politics, state legislation, and the extremely public debates about testing, and it’s remarkable that progress is made at all.

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New Science Partnership Brings STEM Gauge and IQWST Together

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

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Measured Progress is really excited about our new partnership with Activate Learning, the publisher of IQWST (Investigating & Questioning our World through Science & Technology). Activate Learning is one of the leading middle school science curricula providers in the US. Their inquiry-based approach engages students in doing science. The partnership was announced on March 31, 2016 at the National Science Teachers Association (NSTA) conference in Nashville. Since then, we’ve been working side-by-side on a correlation document to show how our two products, IQWST and STEM Gauge®, come together in the classroom to provide a complete solution for full NGSS* alignment.

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Top 3 Lessons Learned from Leaders

[fa icon="calendar'] March, 2016 / by Press Room posted in Formative Assessment, Accountability, College and Career Readiness, Connecting Teaching and Learning

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Measured Progress was a sponsor of the recent Education Week event, Leaders to Learn From, where thirteen school-district leaders from around the country were recognized for their vision, hard work, and impact. These are the innovators that seek to improve the lives of their students, teachers, families, and communities. Listening to the leaders describe their work, we were inspired to hear what district administrators can accomplish—in spite of major obstacles like budget cuts, staffing shortages, and more.

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New Possibilities for State Assessment under the ESSA

[fa icon="calendar'] February, 2016 / by Dr. Stuart Kahl posted in Accountability, Interim Assessments, Connecting Teaching and Learning

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The 1061 pages of the new Every Student Succeeds Act (ESSA) address a wide range of topics that educators and policy makers need to understand. In many ways, the law appears much the same as the previous ESEA reauthorization, the No Child Left Behind Act (NCLB). The requirements for common, challenging academic standards and for common assessments in certain grades and subjects remain the same. So do the requirements for standards and assessments for students with disabilities and English language learners. Within those pages, though, are noteworthy changes in the law relating to statewide accountability assessment.

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