Category: Infrastructure to Support Formative Assessment
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Progress Monitoring That Matters: Using Validated Score Interpretations to Evolve Balanced Assessment Systems
There is growing consensus that a single end-of-year assessment provides student learning information too late to be instructionally supportive. For this reason, roughly 25% of states are moving to or piloting some type of progress monitoring assessment system to help determine if students are growing during the year. One of the reasons I advocate for…
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Creating a Strategic Plan for Competency-Based Education
Our education system may not be cultivating the workforce of tomorrow. A recent article in Forbes shows that many managers believe Gen-Z workers lack essential skills like problem-solving, collaboration, creativity, and the ability to engage in productive conflict resolution. As a result, these young graduates are less likely to be hired. Brandt et al. (2025)…
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A Reflection Based on “Leading a Competency-based Secondary School”
Two students and a teacher talking in the hallway.
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Creating Support Systems for the Use of Learning Progressions
Teachers report they need more sophisticated and nuanced support systems to understand and facilitate student learning. These supports go beyond state standards, the district curriculum and pacing guide, and published textbook materials. How do I support this claim? Evidence! I have been lucky enough to gather evidence about what teachers want through empirical studies in…
Actionable Assessments in the Classroom 