In 2004, recent Harvard Graduate School of Education graduates Marci Cornell-Feist and John Maycock began talking to a number of Boston-area charter schools about what they needed to help all their students achieve at the highest levels. What they heard, repeatedly, was teachers’ frustration with the assessments available to them: They weren’t as rigorous as the state summative tests; and results arrived too late for teachers to take action in response. As an article in Education nextdescribes, educators said “they needed better assessments, better data, and help understanding how to use the information…They wanted assessments that would serve as an instructional tool and not another gotcha mechanism to punish teachers.” They also felt isolated, unable to collaborate with or benefit from the perspective of other educators tackling similar challenges.
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