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Educational LeadershipFebruary 2018, Vol. 75, No. 5Measuring What Matters
3 Key Questions on Measuring LearningJay McTigheTo gauge different types of learning, schools need a broader—and deeper—collection of measures.
Better Assessments Require Better Assessment LiteracyRick StigginsEducators and policymakers need opportunities to expand their knowledge of assessment principles.
Scales of ProgressLee Ann JungGoal attainment scaling offers an alternative to fixed methods of assessment.
Accounting for the Whole ChildSara Bartolino Krachman, Robert LaRocca, and Christopher GabrieliShould schools’ measurement systems cover social-emotional skills?
The End of PointsJoe FeldmanUsing point tallies to measure achievement can hide critical information about student learning.
Putting Assessment Back in the Hands of TeachersJohn R. Troutman McCrannTeacher-created performance assessments can lead to powerful changes in instructional climate.
Developing “Assessment Capable” LearnersNancy Frey, Douglas Fisher, and John HattieIf we want students to take charge of their learning, we can’t keep relegating them to a passive role in the assessment process.
Does Pre-Assessment Work?Thomas R. GuskeyEducators must understand the different forms of pre-assessments to reap their potential benefits.
Playing Games with Formative AssessmentJonathan CassieThrough gamification, educators can provide low-stakes, engaging environments to learn where students need help.
The Problem with “Proficient”James HarveyHow NAEP’s achievement-level benchmarks fail U.S. schools.
Mission Possible: Measuring Critical Thinking and Problem SolvingDoug Wren and Amy CashwellOne district’s journey to measuring complex skills.
Lessons from a ProtractorTracey TinleyHow a common math tool gave one teacher a gateway to reconceptualizing assessment.
Perspectives/What Really Counts in AssessmentAnthony Rebora
Research Matters/Measuring What’s InsideBryan GoodwinWhy don’t we measure students’ intrinsic motivation and curiosity?
Show & Tell: A Video Column/A Map for Meaningful LearningDouglas Fisher and Nancy Frey Kids need a clear destination, success criteria, and frequent feedback.
The Techy Teacher/Rethinking GradingCatlin TuckerMaking mastery, not points, the reward for your students.
Principal Connection/Four Tips on Leading AdultsThomas R. HoerrIt takes thick skin, clarity, compliments, and grit.
Confronting Inequity/Assessment for EquityH. Richard Milner IVAssessment should help us learn about students—not sort them.
One to Grow On/Measuring Doesn’t Come FirstCarol Ann TomlinsonBefore we decide how to measure, we must decide what matters most.
Index to Advertisers
Educational Leadership 2018–2019 Issue Themes
ASCD Community in Action
EL Takeaways/7 Ideas for Better Assessments
Three Moves for Assessment-System SuccessJennifer BorgioliThree practices can help districts implement a new assessment system successfully.
Excavating the Artifacts of Student Learning Dwayne Chism In examining the effectiveness of a lesson, educators and coaches need to go beyond the “eye test.”
Tell Me About . . .Readers share ideas on evaluating student learning.
Video: Measuring Growth in LearningLee Ann Jung discusses measuring progress for students with learning differences and how to assess with “mastery” in mind.
Inservice Guest BloggersJohn R. Troutman McCrannhttp://inservice.ascd.org
EL Study Guide: Measures of SuccessExplore essential questions from this issue. www.ascd.org/el0218studyguide
Classroom management remains a central challenge—and opportunity—for educators. The September 2018 Educational Leadership examines specific and big-picture approaches to improving classroom management, including how to address both positive and problem behaviors, design conducive classroom spaces, and create supportive climates for learning.
School leaders set the tone and direction for what happens in the classroom. The March 2019 Educational Leadership explores strategies and processes school leaders can use to better understand students' and teachers' needs and guide teaching and learning more effectively.