Since students typically perform better on low-level thinking items, teachers may believe students understand more deeply than they actually do.

Rethinking grading in project-based learning can support and encourage students by clarifying complexity and rewarding nuance of understanding.

Throughout the K-12 learning landscape, assessment practices are changing to embrace assessment for learning, not assessment of learning.

Teachers have moved from the question of “Should I use technology?” to “How can I integrate technology best, enhancing the learning experience without hijacking it?”

If the goal a student has to clear is absurdly low, then the assessment is not rigorous even though it is 'standards-based' testing and scoring.

Does the item require a passage, or a graphic? If so, is all the necessary information provided, and is it appropriate and accessible to the student?

Students need access to lower-level information to then use in the higher-level thinking that requires them to synthesize disparate facts and perspectives.

It's an extraordinary amount of work to design precise and personalized assessments that illuminate pathways forward for individual students.