National Center for Research on Evaluation,
Standards, and Student Testing
University of California, Los Angeles, US
Margaret’s current research focuses on formative assessment for English learners and on the development of learning progressions to support instruction and formative assessment. She has published extensively on formative assessment and has made numerous presentations on the topic all over the United States, in Europe and Australia.
REASONS I’M A MEMBER OF THE TEAM:
Because of my research on formative assessment, my professional development work on formative assessment across the U.S., and my role in leading a consortium of states on formative assessment implementation.
TITLE OF PRESENTATION:
Policy Support for Formative Assessment in the United States: A Changing Context
Nearly all states in the United States (US) have recently adopted new standards, the Common Core State Standards (CCSS), +6 and new assessments designed to measure students’ achievement of the standards for accountability purposes. In recent years, policy support for formative assessment in the U.S. has been limited at best. However, the advent of the CCSS has brought with it a realization that formative assessment can be a means of assisting students to reach the CCSS. This presentation will; 1) describe the changing context of educational practice in the U.S. that is being brought about by the CCSS and the new assessments; 2) discuss policy support at the state levels for formative assessment; 3) consider the challenges that remain in the U.S. to policy implementation at the local level.
TO FIND OUT MORE ABOUT MY WORK:
Citation – Please refer to information and materials available on this website, in this way:
Fifth International Symposium on Assessment for Learning (April, 2014).
Website International Symposium on Classroom Assessment.
Accessed at: http://assessment4learning.com/
Slides used: USA group presentation
Ⓒ2014 Susan Brookhart, Heidi Andrade, Margaret Heritage, Maria Ruiz-Primo and Caroline Wylie