This overview is designed to help state education agencies, local education agencies, schools, educators, partner organizations, and other stakeholders understand the differences between major assessment types in standards-based instruction. Formative, Diagnostic, Interim/Benchmark, and Summative assessments are included. This resource describes how these various assessments differ according to their definition, purpose, format, frequency of administration, and classroom uses.
This primer argues that effective formative assessment is essential to successfully implementing new college- and career-ready standards. It explains what formative assessment is, how it works in practice, and why it is critically important in fostering powerful pedagogy and 21st-century competencies. It then contrasts the purposes and uses of formative assessment with those of other forms of assessment in a comprehensive and balanced assessment system. It also offers recommendations for policymakers at state and local levels in how to support formative assessment, and not unintentionally undermine it. Ultimately, this primer argues for formative assessment’s central role in fostering a culture of learning for students and teachers.
How can formative assessment enhance the teaching and learning of English language learner (ELL) students? What, if anything, from our experience with summative assessment of ELL students can inform effective formative assessment practices? And finally, what are the opportunities and challenges inherent in integrating formative assessment into instruction for ELL students in this era of Common Core and other next generation standards? This paper addresses these questions. In addition, the authors, all former or current WestEd researchers, argue that in order to use formative assessment effectively in classrooms with ELL students, teachers must attend simultaneously to the students’ needs both in learning content and skills, as well as in developing the English required to express their learning.
The U.S. Department of Health and Human Services and the U.S. Department of Education released a joint statement, accompanied by a toolkit of resources, to support educational entities which may support the development and education of young dual language learners. Dual language learners (DLLs) are children who come from homes where a language other than English is spoken and comprise a growing proportion of preschoolers in Head Start programs, reaching 29% in 2008. The purpose of this policy statement is to support early childhood programs and states by providing policies, research, and recommendations that promote the development and learning of young DLLs, from birth to age five. This policy statement also provides support to tribal communities in their language revitalization efforts within tribal early childhood programs. This paper includes recommendations that states and districts can follow regarding community outreach, resource allocation, professional development, and program planning. The policy statement is also available in Spanish: Declaracian de la polatica sobre el apoyo al desarrollo de los niatos que aprenden en dos idiomas en los programas de la primera infancia.
This resource reports on a review of the EngageNY ELA curriculum. It asks the questions, “Is it a high-quality product? Is it well aligned to the Common Core? Is it teachable?” It provides an in-depth review of EngageNY’s alignment to the CCSS ELA standards by grade band along the following dimensions:
Text complexity, quality, and balance
Content knowledge and vocabulary
Writing, language, listening, and speaking
K-3 foundational reading skills (when applicable)
Instructional coherence, delivery, and assessment
There is a growing recognition that strong academic skills alone are not enough for young people to become successful adults, and this comprehensive report offers wide-ranging evidence to show that what young people need to develop from preschool to young adulthood to succeed in college and career are factors related to non-cognitive, or social and emotional learning. This report details the multi-year work engaged by the University of Chicago Consortium on Chicago School Research (UChicago CCSR) to build a conceptual framework that articulates what is needed to guide children and youth into successful adults. Three phases of the project were conducted to achieve a cohesive and comprehensive framework, and work in these phases included analysis and synthesis of the literature interviews and convenings of with a range of experts and stakeholders as well as students and adults working in schools and community programs. The framework is organized by three key factors: agency, integrated identity, and competencies. Underlying the key factors are four foundational components: self-regulation, knowledge and skills, mindsets, and values. The report describes the framework in depth and concludes with targeted recommendations for all stakeholders.