Supporting Our Mission

In keeping with our mission as a not-for-profit organization dedicated to improving teaching and learning, Measured Progress assessment experts conduct research and publish their findings on related topics. We also make available our final reports from research grants that include information about specific research inquiries and do not necessarily reflect the views of the funding foundation. Many of our projects result in the publication of guidelines for applying research findings to instruction and assessment.

Advancing Assessment

Psychometrics Research

Featured Publication

Re-Balancing Assessment: Placing Formative and Performance Assessment at the Heart of Learning and Accountability
By Peter Hofman, M.B.A., Bryan Goodwin, and Stuart R. Kahl, Ph.D. (2015)

In this paper, the authors—who have extensive experience in education assessment, research, and instructional practice—call for rebalancing our current formula of summative assessments and external pressure with a new formula for assessment and accountability based on a foundation of curriculum-embedded performance assessments (CEPAs)—classroom-based instructional units that provide multiple opportunities for learning and for both formative and summative evidence-gathering.

This new formula represents a different way of thinking about how and why learning occurs. In traditional learning environments, students are compelled to learn by external factors (i.e., “Will this be on the test?”); the use of formative and performance assessment, however, puts the focus on why students should learn something. Done well, CEPAs provide real-time feedback, support personalized learning, and foster real-world application to help all students develop requisite foundational knowledge and learn at a deeper level. Moreover, CEPAs could lead to beneficial systemic changes, including better classroom practice, more motivating and engaging school environments, and greater professional collaboration among educators.

Read the White Paper
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