The purpose of this article is to provide an overview of how students with disabilities, including students with significant cognitive disabilities and English learners with disabilities, can be included in local assessments used for instructional and programmatic decision making--that is, for formative purposes. This article focuses on formative…

Don't settle for assessing recall and comprehension only when you can use this guide to create assessments for higher-order thinking skills. Assessment expert Susan M. Brookhart brings you up to speed on how to develop and use test questions and other assessments that reveal how well your students can analyze, reason, solve problems, and think…

Professional assessment organizations almost universally endorse the use of multiple measures for making education decisions. In practice, however, the concept of multiple measures is defined and applied in many different ways, depending on how we answer two questions--What counts as a "measure"? and How are the multiple measures…

This report addresses assessment of college student performance. Discussion focuses on why classroom assessment of students' achievement is important; how an instructor can ensure the quality of information from classroom assessments; methods of assessment particularly suited to various achievement targets; how the results of several assessments…

This digest addresses the importance of and the methods used to assess the performance of college students. Following a definition of "assessment," the digest considers: (1) why classroom assessment of students' achievement is important; (2) how an instructor can ensure the quality of information from classroom assessments; (3) methods…

This article is organized into two parts: (1) a review of literature on teachers' grading practices, and (2) a discussion of the findings about teachers' grading practices in light of evaluation and motivation theory. The discussion considers both research implications and practical recommendations. (Author)