ED-5008 v1

Lazarus, S. S., Brookhart, S. M., Ghere, G., & Liu, K. K. (2022). Improving Local Assessment Practices for Students with Disabilities. Journal of Special Education Leadership, 35(2), 86–98.
In this article, the authors describe how a comprehensive assessment system that incorporates local assessments—such as formative assessment practices, interim assessments, and pre-assessments—can enhance instructional decision-making for students with disabilities. Pre-assessments are particularly valuable for guiding instructional planning and improving learning outcomes. While interim assessments can support data-informed instruction, they must be carefully selected and implemented to avoid negative impacts on individual students or student groups. They advocate that education leaders to be well-versed in pre-assessments and interim assessments. This knowledge is useful to teachers as they ensure that the data collected are both useful and valid.

Llosa, L., Grapin, S. E., & Haas, A. (2022). Assessment for English Learners: An Illustration of Four Types of Formative Assessment in a Fifth-Grade Physical Science Unit. Science and Children, 59(3), 58–63.
In this article, the authors discuss formative assessment as a way to support English language learners. They introduce and provide examples of four types of formative assessment used in a fifth-grade science class. They argue that the design of these assessments can transfer to other learning environments and age groups.

McArthur, J. (2023). Rethinking authentic assessment: work, well-being, and society. Higher education, 85(1), 85-101.
https://link.springer.com/article/10.1007/s10734-022-00822-y
In this article, the author opposes the prevalent thinking about authentic assessment because of its connection with real-world tasks or workplace readiness. She argues that this narrow focus overlooks education's broader social and personal development aspects. She advocates for a more holistic approach to assessment.

Ajjawi, R., Tai, J., Dollinger, M., Dawson, P., Boud, D., & Bearman, M. (2023). From authentic assessment to authenticity in assessment: Broadening perspectives. Assessment & Evaluation in Higher Education, 49(4), 499–510. https://doi.org/10.1080/02602938.2023.2271193
https://www.tandfonline.com/doi/full/10.1080/02602938.2023.2271193
In this article, the authors critique the traditional concept of authentic assessment, arguing that it often lacks a clear definition and consistent application in higher education. The authors propose a change in focus from rigid, predefined authentic assessments to a broader understanding of authenticity that considers the context and purpose of the assessed task.

Edutopia. (n.d.). What are some types of assessment? Edutopia.
https://www.edutopia.org/assessment-guide-description
This article describes the shift from traditional standardized testing to alternative assessments that better capture students' comprehensive understanding. It highlights and provides examples of methods such as open-ended questions, written compositions, projects, and portfolios, which align more closely with instructional content and encourage active student engagement.

Leloup, J. & Ponterio, B. (2017). Integrating technology in the second language classroom. Suny Capital
Explore this website for insight into the distinctions among goals (broad, general statements), objectives (specific, measurable actions), and outcomes (the actual results of learning). This framework will aid you in structuring your lesson plans in week 8 by ensuring that instructional activities are aligned with desired learning results. By articulating clear objectives and outcomes, you can also design more effective assessments and instructional strategies to meet educational goals.

Rice, R. (2022). Let’s make our examination and assessment systems fit for the future and equitable for all [Video]. TEDxDerryLondonderryWomen.
Current assessment practices tend to favor students with specific cultural, linguistic, or socioeconomic backgrounds, thereby perpetuating existing inequities and overlooking the strengths of historically marginalized learners. In this video, the presenter outlines the urgent need for assessment practices that are culturally responsive, formative in nature, and aligned with real-world skills.

Millines Dziko, T. (2021). How schools can nurture every student’s genius [Video]. TEDxSeattle.YouTube.
Current educational assessment practices are often outdated, rooted in standardized testing models prioritizing uniformity over individual growth, and failing to reflect the diverse ways students learn and demonstrate knowledge. In this video, the presenter argues for a more equitable examination and assessment system focusing on problem-solving and application scenarios.