Too often, teachers are expected to undertake professional learning alone, in superficial, bite-sized pieces: a form of “cruel optimism,” Caroline Wylie writes. But states can offer powerful support for good PD, and she shares how 3 states did it. Read more ➡️ loom.ly/B4ItSiE

Artificial intelligence is on many people’s minds, so it’s no surprise that #AI was an inescapable presence at the two big assessment conferences this year, NCSA and NCME. In his new blog post, André Rupp shares his observations from the two meetings: loom.ly/JHTL9XU

What are the arguments for and against using standardized tests to make decisions that carry consequences for schools and individuals? We’ll have this debate Sept. 26–27 at our annual conference in Portsmouth, N.H. #RILS24 Please join the debate! RSVP: loom.ly/s64GyjQ

With the advances in artificial intelligence come … frameworks! Oh so many frameworks! André Rupp reports at least 20 so far, and notes some of their key distinctions, in his latest blog post. Check it out: loom.ly/JHTL9XU

21st century skills like critical thinking are important. But teaching & assessing them can be challenging. We've added new material to our collection of blog posts and literature reviews on these topics. Check it out! loom.ly/Nl3eBo4 #21stCenturySkills

What’s your position on using assessments in consequential decisions? At our annual conference in September, we’ll stage a friendly debate on the arguments for and against this practice. More details on #RILS24—the Reidy Interactive Lecture Series—here: loom.ly/oWebubs

While the overall number of bills is lower than in previous years, we’ve seen more states pass legislation that supports personalized and competency-based learning. So how is the policy landscape changing? Take a look. ow.ly/Tt7850SNxfn #EducationPolicy

Great lessons on the history of education reform in MA!

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What kinds of consequences flow from standardized test results? We see both direct and indirect consequences. We’ll explore them, and debate their use, at our annual conference, the Reidy Interactive Lecture Series #RILS24, in September. More on our blog: loom.ly/oWebubs

We’re exploring the consequential use of assessment at our annual conference, The Reidy Interactive Learning Series, in Portsmouth, N.H. from Sept. 26 to 27. Discounted hotel and registration rates expire soon. Don’t miss #RILS24 ➡️ loom.ly/s64GyjQ

Too many tests: It’s a common complaint. Carla Evans led a team that conducted assessment reviews in two school districts. Find out what they learned in Carla's two-part blog series that starts today: loom.ly/anO3mm8 | CCEE

“These tests don’t help us. We’re just giving them for you in the Central Office.” That’s what teachers told leaders of California’s Bakersfield City schools. So they conducted a review of their required assessments. Carla Evans shares their findings: loom.ly/anO3mm8

Are the tests we use actually helpful to teachers? That’s a key question that led one California school district to audit its array of required assessments. Read along as Carla Evans describes the process and results. CCEE ➡️ loom.ly/qsYgYGg

Saturday is the last day you can get discounted hotel rooms for our annual conference #RILS24. Join us in Portsmouth, N.H., on Sept. 26-27 as we explore the consequential uses of assessment. Book rooms at the best price and get more info: loom.ly/s64GyjQ

The Center has long advocated that districts undertake thoughtful reviews of their required assessments, so they’re using just what they need—and no more. Read along as Carla Evans describes assessment reviews in two school districts. ➡️ loom.ly/qsYgYGg

School districts use a variety of tests to track and support student learning. Our guide, "Choosing the Right Tests: The District Assessment Procurement Protocol" helps district leaders create a coherent system of high-quality assessments. Get the toolkit: loom.ly/uIRmilg

Early-bird pricing for our annual conference #RILS24 is available only through Sept. 1. Please register now and join us in Portsmouth, N.H., on Sept. 26-27, as we explore the consequential uses of standardized tests. All information is available here: loom.ly/s64GyjQ

In education, systems like accountability and assessment are highly complex. That’s why it’s important to agree on a set of guiding principles that can serve as north stars for their design. In a new blog post, Juan D'Brot explains and provides examples: loom.ly/o4bJLNs

When states build assessment and accountability systems, they have to decide what they value. But who is at the table when those values are decided? Juan D'Brot walks you through the importance of inclusivity in creating those systems' guiding principles: loom.ly/o4bJLNs