down Go Back to Our Ideas Report/Research 10 Principles for Building a High-Quality System of Assessments Go to the 10 Principlesright At a Glance High-quality, comprehensive, and timely information about what students know and can do is critical to ensuring that schools and families can prepare each and every student for success in school, college, careers, and life. Published jul. 01, 2018 Capabilites Invest Area of Work Preparing for the Future of Work Topics Learner-Centered Approaches Sections 10 Principles for Building a High-Quality System of Assessments Partners Related Research Share on Facebook Share on Twitter Share on LinkedIn Share via Email 10 Principles for Building a High-Quality System of Assessments High-quality, comprehensive, and timely information about what students know and can do is critical to ensuring that schools and families can prepare each and every student for success in school, college, careers, and life. No single assessment or piece of student work can provide the robust information needed to inform teaching, learning, and supports, as well as public accountability and continuous improvement of education systems through families, policymakers, and other stakeholders. A high-quality system of assessments can facilitate this by providing aligned and coherent information from a variety of assessments about students’ college and career readiness—maximizing efficiency while reducing duplication, in a timely and rich enough manner to inform instruction, student self-direction in learning, and accountability. State and district leaders at the forefront of designing, implementing, and overseeing assessment efforts can use these ten principles as guidance as they evolve the current array of assessments into a high-quality system of assessments. Go to the Deeper Learning 4 All website, to download the report, executive summary, and get more information. See the 10 Principlesright Partners The following groups and organizations aim to set a new precedent with these principles:2Revolutions; Achieve; Alliance for Excellent Education; Heidi Andrade, EdD, Associate Professor, Educational Psychology and Methodology, University at Albany School of Education; Center for Collaborative Education; Center for Curriculum Redesign; The Collaborative for Academic, Social, and Emotional Learning; David T. Conley, PhD, Professor and Director, Center for Educational Policy Research, University of Oregon, President, EdImagine Education Counsel; Envision Learning Partners; Great Schools Partnership; The Foundation for Excellence in Education; iNACOL; JFF; KnowledgeWorks; Learning Forward; Learning Policy Institute; MHA Labs; National Association of State Boards of Education; National Center for Learning Disabilities; PAIRIN; Teaching Matters; Stanford Center for Assessment, Learning and Equity at the Stanford University Graduate School of Education Learn more about the Partnersright Related Research Report/Research Redesigning Assessment Systems: Emerging Lessons from Three States Virginia, California, and Texas are activating promising ideas, practices, and policies with an emphasis on developing new systems of assessment that focus on local participation in design and development. Taken together, these states' efforts offer important early lessons and guideposts for other states. Report/Research Measuring Deeper Learning: New Directions in Formative Assessment This paper synthesizes recent research on formative assessment to elucidate its core components, then examines some new approaches currently being tried in schools. It considers the evidence for them, as well as the questions and issues they continue to raise, and takes a look at the challenges schools and school systems face in implementing both new approaches and more established models of formative assessment. Report/Research Five Elements for Assessment Design and Use to Support Student Autonomy This brief presents research showing that, when the concepts of student autonomy and assessments' role in that development are explored, implemented, and measured, students will become more competent and confident learners ready to handle challenges in academics, the workplace, and civic life. The brief also offers examples of student autonomy and initial proof of viable concepts. Finally, we leave the reader with discussion questions to prompt consideration of related issues of policy and practice. Report/Research School Quality Reviews: Promoting Accountability for Deeper Learning By assessing a broader set of outcomes, including deeper content understanding and critical thinking, school districts and states can have a better sense of school quality and what can be done to improve learning and instruction.