Assessment

Clarify the purpose of grades, craft a vision statement aligned with this purpose, and discover strategies to implement effective practices.

Learn how to implement equitable instruction, assessment, grading, and reporting practices to help diverse 21st century learners reach proficiency.

Learn how to integrate formative and summative assessments seamlessly into instruction. Research, strategies, and examples help teachers monitor, grade, and gauge student ability to meet standards.

You have the power to ignite positive change. Be a leader in your field, whether you’re a classroom teacher or a building-level administrator.

Expert practitioners address the role of school leaders to model positive change and ignite a shift toward assessments that drive instruction.

Leaders in education contribute their perspectives on effective assessment design and implementation, sending out a call for redirecting assessment to improve student achievement and inform instruction.

Join us for a webinar that explores how assessment practices empower the whole child and the whole educator. Cassandra Erkens, Tom Schimmer, Katie White, and Nicole M. Dimich will engage in a lively discussion about feedback, grading, assessment design, and multitiered systems of support in the midst and aftermath of dual pandemics. Assessment at its best can build relationships and inspire hope and efficacy.

In this one-hour webinar, participants will learn best practices in online instruction from Redwood Learning presenters Tina H. Boogren, Paula Maeker, and Katie White. Join for expert insights and key takeaways about how successful practices from in-person learning can be adapted for online learning, and vice versa.

Gib Ostheimer is a high school principal in Wyoming and a former elementary school principal. He has worked with schools on topics including assessment architecture, instructional agility, and school improvement and culture.

Given the complexity of today’s educational landscape, it might feel as if we have to choose between assessing our students or supporting their social-emotional wellness. However, when we assess with intention and care, and use the results to support intellectual needs while also attending to social and emotional needs, we don’t have to choose!