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ANet is a nonprofit dedicated to the premise that every child in America deserves an excellent education and the opportunities it provides. We pursue our vision of educational equality in America by helping schools boost student learning with great teaching that is grounded in standards, informed by data, and built on the successful practices of educators around the country.
As a mission-driven nonprofit organization, our primary concern is helping ensure equitable opportunity for all students.
Working alongside schools, we’ve learned that great teaching is grounded in standards, data, and insights shared among educators. We believe a blog can help us make a difference by spreading the ideas and effective practices of educators we work with.
We’re proud of the expertise our team has built over our ten years, and we'll be featuring contributions from ANetters across the org on topics in which they’ve immersed themselves.
Help us spread opportunity for all students: please share posts that you find valuable with your colleagues. And please add your thoughts in the comments: we would love this blog to facilitate knowledge-sharing in all directions.
Filtering by Category: Assessment
The educational leaders from Moving Everest give us succinct and impactful insights as we use interim assessments to inform instruction. Our blog captures five takeaways from the video and resources to further support our student data analysis and usage.
Read MoreAs teachers and leaders work to close the ever-widening literacy gap, are they actually engaging in practices that further inequities for our most vulnerable students?
Read MoreANet’s guidance provides concrete, actionable advice for schools and districts on how to approach the use of assessments and data to address amplified learning loss.
Read MoreDespite widespread dissatisfaction with too much testing, district leaders often feel powerless to change their situation. Fortunately, there are actions they can take. Check out this infographic to see the impact our partners made.
Read MoreWe are excited to release our new white paper on refining system-level assessment strategy. You’ll learn the steps of the process and understand some key insights that can help you get the most out of your assessment strategy efforts.
Read MoreSome of the excellent math and ELA curricula now available include curriculum-embedded assessments. Where do these fit into your assessment strategy? Can they replace the array of assessments you use now?
Read MoreA thoughtful, balanced assessment strategy is about more than just testing: it’s about creating better experiences for our teachers and students.
Read MoreThere are a lot of reasons school leaders turn to item banks. But several of our school partners have told us that their experience with item banks didn’t live up to their expectations.
Read MoreThere are a lot of assessment providers out there, and they all claim to provide high quality. But how do you really know?
Read MoreLeaders at George Washington Carver STEM Elementary in Cleveland know that assessments can be as much a planning tool for teachers as they are a measure of student learning.
Read MoreFormative means assessment for learning—the results help teachers plan instruction to meet their students’ current needs. Summative means assessment of learning—the results are for evaluation or accountability.
Read MoreAssessment previews are like a map that shows teachers what mastering grade-level standards looks like. Watch this video to hear two instructional leaders describe why they value assessment previews.
Read MoreAs a school leader, you can get so focused on student learning that you overlook your own learning. But the instructional leadership team at MAS Charter School see a direct connection between leader learning and teachers’ and students’ achievement.
Read MoreAlmost everyone in education, especially teachers and school leaders, understands the importance of high-quality interim assessments to guide effective instruction. The problem is: How do you know which ones are best?
Read MoreMost educators agree that assessments shouldn’t be a “departure from instruction” but, rather, an “integral part of it.” They’re on board with changing the conversation around assessments from student scores to what students have learned, and many agree that teachers should take the assessment.
However, in light of the ever-increasing demands on the time of teachers and leaders, the questions become when can this work be done? And, is this work truly worth it?