Reimagining Balanced Assessment Systems
New Volume
Reimagining Balanced Assessement Systems
About This Project
This project explores the history of balanced assessment systems and reimagines balanced assessment systems that center equitable classroom learning environments. In doing so, it provides guidance to state and local educational agencies, as well as schools and teachers, regarding how to:
(1) Foster and maintain a culture of productive assessment use to improve ambitious and equitable teaching and learning at the classroom level;
(2) Design policy, professional learning, and other local systems necessary to implement balanced assessment systems; and
(3) Implement processes to use aggregate data to continually improve the assessment system itself to better serve all students, especially those most disenfranchised.
In addition to the published volume, the steering committee, in consultation with stakeholders, continues to develop guidance documents and summaries for specific stakeholder groups.
STEERING COMMITTEE MEMBERS
- James Pellegrino (Co-Chair)
University of Illinois Chicago - Scott Marion (Co-Chair)
The National Center for the Improvement of Educational Assessment - Linda Darling-Hammond
Learning Policy Institute and Stanford University - Edward Haertel
Stanford University - Jennifer Randall
University of Michigan
- Lorrie Shepard
University of Colorado - James Spillane
Northwestern University - Guillermo Solano-Flores
Stanford University - Jonathan Supovitz
University of Pennsylvania
CONTACT
Amy Berman, Deputy Director
The project and research is supported by funding from Smarter Balanced/University of California Santa Cruz. The opinions expressed are those of the NAEd and authors and do not represent views of Smarter Balanced/University of California Santa Cruz.