Classroom Assessment and Assessment Literacy Practices to Support Equitable and Ambitious Teaching and Learning

Session Type: Symposium

Abstract

Assessments should support ambitious and equitable teaching and learning. A new volume by the National Academy of Education (NAEd), The Implementation and Use of Balanced Assessment Systems, reconceptualizes balanced assessment systems to support and inform equitable and ambitious teaching and learning. The session will provide guidance for the design of culturally and socially sustainable classroom assessment systems to support rich learning, curriculum, and instruction. We also address assessment literacy, including the knowledge and skills necessary to facilitate equitable and just outcomes for all students. Importantly, we highlight the roles of teachers, school leaders, and district leaders to support the use and implementation of such assessments, including the professional development and learning communities necessary to do this important work.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools / Division H - Section 3: Assessment in Schools

Chair

• James W. Pellegrino, University of Illinois at Chicago

Papers

• Classroom Activity Systems to Support Ambitious Teaching and Assessment - Maria Araceli Ruiz-Primo, Stanford University; Erin Marie Furtak, University of Colorado - Boulder

• Assessment Literacy and Professional Learning - Caroline Wylie, Center for Assessment; Margaret Heritage, Heritage Consulting

• The District’s Role to Advance Ambitious Teaching Practices and Assessments in Schools - Elena K. Diaz-Bilello, University of Colorado - Boulder; Jared Anthony, Carnegie Foundation for the Advancement of Teaching

Discussants

• Lorrie A. Shepard, University of Colorado - Boulder

• Peter Leonard, Chicago Public Schools

• Courtney A. Bell, University of Wisconsin - Madison