Those of you who have been following our coverage of the common standards—and those of you who feel you've missed things and want to catch up—might be interested to know that key stories and commentary on that subject have been pulled together in one place. It's our "Spotlight on Common Standards."...


The removal of the humanities textbook sparked an online campaign by students who accused the district of censorship.


An assessment expert wades into dialog with an EdWeek reader to clarify the meaning of formative assessment.


A new study argues that technology can play a key role in letting students advance through their education as they master skills and ideas, rather than after prescribed periods of "seat time."


A final decision on the science books is expected next month from the state board of elementary and secondary education.


Critics say the textbooks give too much credibility to the theory of evolution.


While U.S. teens understand the value of STEM, they are far less confident in the nation's ability to be competitive in math and science, a new survey shows.


EdWeek takes a special look at professional development.


Ehe Italian embassy led a fundraising drive to help restore the Advaced Placement exam and course.


Formative assessment is squishy. And squishy things don't easily yield to standardized measurement. And that creates an awkward situation in an era of numbers-driven accountability. That squishiness was on display yesterday during a panel discussion about formative assessment. (See my story for highlights of the discussion and a summary of the paper that inspired it.) The key messages being put forth were these: Don't let the push for new-age assessments mess with formative assessment, and don't forget what formative assessment really is. And what is it, exactly? According to Margaret Heritage of the National Center for Research on Evaluation, Standards, ...


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