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.

From improved clarity and precision to students better understanding their own learning profile, there are many benefits of competency-based assessment.