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Assessment for Learning

Assessment for Learning

The items below are the most popular NASSP resources on assessment for learning, or student assessment. Most articles require NASSP member login. (Not a member? Join now.)

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  • Documents

    • Teacher-Made Assessments: Getting Them Right

      By Edward W. Holler, Christopher R. Gareis, Julie Martin, Ashley Clouser, and Steve Miller
      To be effective, teacher-made assessments must measure comprehension and knowledge-- and do so at the appropriate level of cognitive engagement.

    • Show What You Know
      Differentiated assessments allow teachers to measure students' proficiency, not their skill with the test format. By Rick Wormeli
    • Exhibiting Authentic Achievement
      By Jill Davidson
      Performance-based assessment includes exhibitions and portfolios, but it's really a transformative philosophy for teaching and learning.
    • Reflections on Assessment
      By Kathy DiRanna, Ellen Osmundson, Jo Topps, and Maryl Gearhart
      A framework and portfolio tool help teachers reflect on the cycle of planning, instruction, and assessment to improve student learning and their own professional skills.
    • Formative Assessment: Seven Stepping-Stones to Success
      By W. James Popham
      When brokendown into its essential elements, formative assessment can be implemented successfully at different levels.
    • Designing and Assessing Educational Objectives: Applying the New Taxonomy
      Robert J. Marzano and John S. Kendall This guide to the design and assessment of educational objectives is the practical application of Marzano's New Taxonomy of Educational Objectives. It covers designing educational objectives and assessment tasks and provides detailed examples for all levels and domains of the new taxonomy. Corwin Press/NASSP. 2008. 200 pp. #3200163
    • Rick Wormeli on the Fallacy of the "Zero" Grade
      Education consultant and author Rick Wormeli discusses the fallacy of assigning a grade of zero to students, arguing that a minimum grade of 50 or 60 carries the same message--without making it mathematically impossible for students to bounce back. 5/21/08, 18:45.
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