Some of the excellent math and ELA curricula now available include curriculum-embedded assessments. Where do these fit into your assessment strategy? Can they replace the array of assessments you use now?Read More
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Filtering by Category: Assessment
A thoughtful, balanced assessment strategy is about more than just testing: it’s about creating better experiences for our teachers and students.Read More
There are a lot of reasons school leaders turn to item banks. But several of our school partners have told us that their experience with item banks didn’t live up to their expectations.Read More
There are a lot of assessment providers out there, and they all claim to provide high quality. But how do you really know?Read More
Leaders at George Washington Carver STEM Elementary in Cleveland know that assessments can be as much a planning tool for teachers as they are a measure of student learning.Read More
Formative means assessment for learning—the results help teachers plan instruction to meet their students’ current needs. Summative means assessment of learning—the results are for evaluation or accountability.Read More
Assessment previews are like a map that shows teachers what mastering grade-level standards looks like. Watch this video to hear two instructional leaders describe why they value assessment previews.Read More
As a school leader, you can get so focused on student learning that you overlook your own learning. But the instructional leadership team at MAS Charter School see a direct connection between leader learning and teachers’ and students’ achievement.Read More
Almost everyone in education, especially teachers and school leaders, understands the importance of high-quality interim assessments to guide effective instruction. The problem is: How do you know which ones are best?Read More
Most educators agree that assessments shouldn’t be a “departure from instruction” but, rather, an “integral part of it.” They’re on board with changing the conversation around assessments from student scores to what students have learned, and many agree that teachers should take the assessment.
However, in light of the ever-increasing demands on the time of teachers and leaders, the questions become when can this work be done? And, is this work truly worth it?
Think about some of the reasons that we assess: to measure growth, as a diagnostic, for accountability/evaluation, or to inform teachers’ instructional decisions.
How could any one assessment do all of those things well?Read More
In education, we’re obsessed with data. But how much of this data is really useful?Read More
As leaders reevaluate their assessments, we believe they should be grounded in the mindset: As few as possible. As formative as possible.Read More
At ANet, our guiding principle regarding assessment is that it’s most valuable when it informs instruction. Massachusetts school principal Jean-Marie Kahn speaks for many: “I’m not a huge fan of standardized testing, but I can’t imagine running a school without knowing what my kids know.”Read More
The Common Core’s emphasis on text complexity prompted us to change how we think about ELA data analysis, allowing us—and our partners—to draw stronger inferences about what students need next for instruction.Read More