cognitive skills

Performance Assessment & 21st Century Learning
Raikes Foundation by the Educational Policy Improvement Center
David Conley
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The paper begins by comparing the Farrington model with other models of learning strategies, proceeds to considering examples of innovations in the field, and concludes by identifying implications for the field moving forward. The paper includes specific guidance on how performance assessments ...

Performance Assessment & 21st Century Learning
Stanford Center for Opportunity Policy in Education (SCOPE)
Linda Darling-Hammond
Joan Herman
James Pellegrino
Jamal Abedi
J. Lawrence Aber
Eva Baker
Randy Bennett
Edmund Gordon
Edward Haertel
Kenji Hakuta
Andrew Ho
Robert Lee Linn
P. David Pearson
James Popham
Lauren Resnick
Alan H. Schoenfeld
Richard Shavelson
Lorrie A. Shepard
Lee Shulman
Claude M. Steele
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In this paper, Linda Darling-Hammond and other leading scholars in assessment describe a set of criteria for high-quality student assessments. These criteria can be used by assessment developers, policymakers, and educators.

The five criteria include: 

1. Assessment of Higher-Order...

State Accountability
Stanford Center for Assessment, Learning, and Equity (SCALE)
Ruth Chung Wei
Vinci Daro
Nicole Holthuis
Kari Kokka
Daisy Martin
Nicole Renner
Jill Wertheim
Susan E. Schultz
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This report seeks to make large-scale assessments of student achievement more transparent and provide guidance on item development and quality. The report provides an in-depth look at what is assessed in a selection of current large-scale assessment items to illustrate what kinds of student...