In this issue, we look at what inspires our commitment to assessment literacy, explore what we know now, and look to the future of assessment practice.
Why MAC promotes assessment literacy
Did you ever wonder why MAC developed Assessment Literacy Standards? Here's why:
Formative assessment practices have potential positive effects for all students, especially those who struggle.
High-profile, accountability-oriented assessment is pervasive in education.
Professional preparation programs for educators offer too few opportunities to learn about quality classroom assessment practice, basic measurement concepts, and what constitutes an "assessment system."
Assessment systems are comprehensive, balanced, and quality when they adhere to criteria – including being aligned to and intertwined with curriculum, instruction and the theories of learning we ascribe to.
These realities also spur our commitment to creating and promoting learning opportunities for educators to deepen their assessment expertise.
Assessment literacy self-assessment
Do you ever wonder just how assessment literate you and your colleagues are? Ever struggle to find a way to promote assessment literacy among your colleagues or students? Why not try completing our 20-question Assessment Literacy Standards (ALS) Self-Assessment?
We also offer role-specific self-assessment tools for teachers, building administrators, district administrators, and students and their families. On our ALS landing page, scroll to Explore the Standards, then click the buttons to explore standards and self-assessments for each role group. Use these pages and the self-surveys to open doors to conversations about the role, purpose, and power of assessment to advance learning.
Research to practice
MAC appreciates the opportunity to connect with colleagues and organizations interested in elevating our collective assessment knowledge and practice. Our recent trip to University of Colorado Boulder for the 2019 National Council on Measurement in Education’s (NCME) Classroom Assessment as a Learning Experience conference provided an opportunity to contribute some of Michigan’s work, connect with old friends, and meet new colleagues.
In the spirit of what we know, here is a short list of foundational publications referenced there:
Looking forward, here are a few references that argue the importance of cognitive, constructivist, and sociocultural principles of learning and using these theories to inform classroom assessment practice for 21st century learners:
Effective Grading Practices with Ken O-Connor November 22, 2019
Our first Assessment Learning Network (ALN) event promises an enlightening program addressing the positive challenges and current tensions associated with grading and the impact to students and their learning. The session will be supported by practitioner examples and insights from Arthur Chiaravalli.
