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Teachers need opportunities to reflect on and discuss questions like the following related to classroom assessment:

  • Why do we assess students?
  • Are the assessments we use clear and purposeful?
  • Do the assessment processes (methods, tools, skills, and strategies) we use impact student learning?

To support teachers in this reflection and discourse, the information provided here is organized into four sections derived from SERVE's ongoing work with teachers as they have worked to improve student learning.


  • Assessment Literacy
  • SERVE's Model
  • Defining a Vision
  • Growing Your Skills

  1. Assessment Literacy

    Assessment literacy addresses what teachers should know and be able to do in classroom assessment. This section provides links to sites that define what it means for an educator to be "assessment literate" (the skills and understandings teachers need in order to use assessment to improve student learning).

  2. SERVE's Model for Formative Classroom Assessment

    SERVE's work in classroom assessment has led us to the use of a Classroom Assessment Cycle to model the formative process of quality assessment in the classroom. This section explains the cycle.

  3. Defining a Vision for Good Classroom Assessment

    Clearly articulating a classroom assessment vision are key to building teacher capacity. This section provides information on how one district outlined core principles to guide professional development and knowledge for teachers in classroom assessment. It includes five assessment principles with a teacher self-assessment guide for each.

  4. Growing Your Skills in Assessment

SERVE has found that educators often have more questions than answers on assessment. This section provides background information, links, and resources for key questions educators often ask about classroom assessment.

Students demonstrate unprecendented score gains on standardized assessments when their teachers apply the principles of assessment for learning in the classroom (Black and Wiliam, 1998).

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