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 ...

Incorporating peer review and individual reflections makes frequent, intentional formative assessment manageable, with big ...

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 ...

Carol Boston says “Black and Wiliam (1998b) define assessment broadly to include all activities that teachers and students undertake to get information that can be used diagnostically to alter ...

The higher education lore is that faculty members cannot agree on anything. Like other myths, this accepted folk wisdom is far from the truth. Indeed, over the course of our careers, we have ...

Teacher involvement in the design, use, and scoring of performance assessments has the potential to powerfully link instruction, assessment, student learning, and teacher professional development.

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 ...

What does it mean to be college-ready? That’s a question that’s driving one of the biggest projects in education right now: the development of assessments for the Common Core State Standards. And as ...

There is a heated debate right now around AI and assessment. This is understandable given that AI’s language and reasoning ...