by Eva L. Baker & Edmund W. Gordon
The article provides a rationale for the focus on assessment for learning, that is to assist and improve performance, as opposed to the prevalent approach of assessment of learning, focused on time constrained summative judgments. In the article, we also discuss the likely changes wrought by new and unstable knowledge, technology, and global competition, in the light of democratic educational approaches.
by Randy Elliot Bennett
This paper makes 13 claims about what educational assessment must do if it is to remain relevant in the face of rapid and potentially dramatic changes in education and society.
Education researcher Morgan Polikoff discusses his co-authored article, Changes in the Cognitive Complexity of English Instruction: The Moderating Effects of School and Classroom Characteristics. Watch and discuss this episode of The Voice on Vialogues.
by Tray Geiger & Jessica Holloway-Libell
In this commentary, we take a look at the response to an Arizona State University (ASU) course titled, “U.S. Race Theory and the Problem of Whiteness,” which sparked protests and death threats for the course’s professor. We examine the media’s reaction, as well as ASU’s quiet response to the controversy. We argue that ASU failed to use the national spotlight as a platform to shed light on racism in higher education.
by Gary Natriello
Teachers College Record subscriptions will now include two yearbooks in each calendar year.