This post is by Elizabeth Leisy Stosich, Research and Policy Fellow at the Stanford Center for Opportunity Policy in Education (SCOPE). There is widespread agreement that test-based accountability ...

Teachers usually can’t use standardized tests to accelerate students’ learning. The tests are often too general and the results too slow in coming to help teachers make daily instructional decisions.

Does anyone really know the definition of a "good" assessment? Does such a thing even exist? The second question has no clear answer (which means it's not likely to show up on an assessment any time ...

In alignment with Northwestern’s commitment to excellent teaching and the personal and intellectual growth of our students, the University is dedicated to the assessment of student learning outcomes ...

Self-assessments encourage students to reflect on their skills, knowledge, learning goals, and progress in a course. These practices can range from quick, low-stakes check-ins on lecture content to in ...

Effective curriculum design is a continuous process that should be a holistic look at the entire program focusing on the learning outcomes. This workshop will focus on developing and sequencing a plan ...

The world of education is changing at the same rate as the digital landscape. The integration of artificial intelligence (AI) into learning systems has opened up new opportunities for improving the ...

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 ...

Evidence is gathered about student achievement or understanding. The information allows the instructor or learner to alter future instructional steps. It is done to improve learning outcomes (Black & ...

Be an effective teacher. Earn your Master of Science in Education with a major in Educational Development and Strategies. Proven classroom strategies are blended with educational theory and research ...

Jovid Juraev, a mentor helping to train teachers in Tajikistan, noticed an important interaction when observing Fayzali Oimahmadov’s classroom: “I was observing a Grade 2 Tajik Language class where ...