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 ...

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 ...

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.

Formative assessment began long before blended learning. Teachers have used formative assessment for decades as a method to get feedback about how students are progressing in their learning (see ...

Formative assessments are tools used during instruction to provide real-time feedback, helping both students and educators make immediate improvements. Unlike summative assessments, which evaluate ...

Authentic assessment is a type of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of knowledge and skills. Below are some examples of ...

For decades, formative assessment has been a silent engine for learning—powering insights about student progress and worker readiness. But let’s be honest, in a world where technology is evolving ...

Michigan Tech's program of Graduate Student Learning Assessment asks the question: Are graduate students learning what we think they are learning? Each graduate program at Michigan Tech has adopted a ...

In 2024, CU Boulder identified the need for an intensive cross-campus focus on creating and assessing program learning outcomes to support student success, guide academic planning and meet the ...

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.

Assessment for student learning opens the door for meaningful engagement into what, how and why learning occurs for all learners; this in turn, informs practice, pedagogy and curricula to better ...