Your K-12 district runs a lot of assessments. Are they valid and reliable?
When it comes to assessments, the first question K-12 leaders must confront is: Do we have confidence in the results?
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Cut to the chase note for Superintendents: To help students grow, you must know what they know
by Dr. Laine Bradshaw, PhD, Vice President of Classroom Solutions, Pearson
At a recent conference, a very wise superintendent gave me some feedback on the best way to share the innovative approach we’ve taken with our formative classroom assessment system, Navvy.
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Classroom assessments don’t have to be a burden. Here are five ways to leverage them to help both educators and students.
Assessments take up too much time, K–12 educators and leaders say. This is the most frequently cited challenge in a new national survey by Pearson Assessments and K–12 Dive’s studioID.
Most of the educators surveyed say they use formative assessments (69%), teacher-created assessments (67%) and progress-monitoring assessments (66%) as well as state-mandated summative assessments. But fewer than half believe their current assessments are “very effective” at measuring students’ understanding. And only 38% strongly agree that assessments let them pinpoint student needs.
So how can leaders ease the burden on teachers and make assessment more effective? Here are five ways to achieve those goals:
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