Grade K: Module 4 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of enjoying and appreciating trees. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.

Grade K: Module 1 of the EL Education K-2 Reading Foundations Skills Block, part of the EL Education K-8 Language Arts Curriculum. The Skills Block provides one hour of structured phonics instruction, to be taught alongside Module Lessons and Labs. For more information on getting started with the K-2 Reading Foundations Skills Block, visit https://curriculum.eleducation.org/about-skills-blocks.

Grade K: Module 2 of the EL Education K-2 Reading Foundations Skills Block, part of the EL Education K-8 Language Arts Curriculum. The Skills Block provides one hour of structured phonics instruction, to be taught alongside Module Lessons and Labs. For more information on getting started with the K-2 Reading Foundations Skills Block, visit https://curriculum.eleducation.org/about-skills-blocks.

Grade K: Module 3 of the EL Education K-2 Reading Foundations Skills Block, part of the EL Education K-8 Language Arts Curriculum. The Skills Block provides one hour of structured phonics instruction, to be taught alongside Module Lessons and Labs. For more information on getting started with the K-2 Reading Foundations Skills Block, visit https://curriculum.eleducation.org/about-skills-blocks.

Grade K: Module 4 of the EL Education K-2 Reading Foundations Skills Block, part of the EL Education K-8 Language Arts Curriculum. The Skills Block provides one hour of structured phonics instruction, to be taught alongside Module Lessons and Labs. For more information on getting started with the K-2 Reading Foundations Skills Block, visit https://curriculum.eleducation.org/about-skills-blocks.

This assessment rubric emphasizes the key progressions of the Common Core State Standards. The objective is to clearly outline what it means to achieve at the "next level".

A rubric in student language used by middle and high school students to assess how well they accomplish a group task that meets high standards of quality.

This activity is a teacher-directed investigation where students observe leeches, create questions and determine which ones are investigable. Together, teacher and students design and carry out a test for their question and record the information in a science notebook.

The purpose of this book is to help boards of directors of nonprofit organizations improve their performance after completing the Board Check-Up, online board performance self-assessment tool found at www.boardcheckup.com. This book is also valuable as a stand-alone resource for any board seeking to assess its performance in that it contains the diagnostic questions on which the online self-assessment tool is based. It goes further by providing a framework for boards to use in discussing needed changes in board performance. It also forms an integral part of a University at Albany, SUNY online course titled, The Governance of Nonprofit Organizations. This massive open online course (MOOC) can be taken for free or academic credit through Coursera’s online teaching and learning platform.

These guidelines are intended to support educators in critically examining the role of online
assessment in their teaching, and to provide different strategies and tools that can be used for online
assessment, thereby empowering educators to make informed decisions about how they use ICT for
assessment.

This textbook serves as an introduction to nutrition for undergraduate students and is the OER textbook for the FSHN 185 The Science of Human Nutrition course at the University of Hawai'i at Mānoa. The book covers basic concepts in human nutrition, key information about essential nutrients, basic nutritional assessment, and nutrition across the lifespan.

This is a unit of study whose competency whose competency is to demonstrate how various ICT can be used to support the teaching of the curriculum. The objectives are:
Identify and understand the use of ICT  to support the curriculum and improve assessment and select digital resources to support curriculum and assessment and evaluate digital resources to support curriculum and assessment, develop ICT based learning activities/ exercises. 
Appreciate the support of digital resources and ICT based learning activities/ exercises in curriculum and assessment.

The aim of this unit is that upon completion, teachers will be able to demonstrate how various ICT can be used in the curriculum and be used to improve assessment.

This article highlights the four recommended research-based practices described in the How to Organize Your Teaching U.S. Dept. of Education What Works web site.

A checklist used by teachers to assess how middle school students identify and describe problems.

A rubric in student language used by middle school students to assess how they identify and describe problems.

This assessment is an alternative version of the Post-writing Activity 1-1. It is designed to realize the principles of the UDL in that multiple opportunities are provided where students can express and display their gained skills, knowledge, and learning outcomes.

This report provides state leaders and test developers with initial considerations for improving the accessibility of state-mandated assessments for students with disabilities, specifically those who use assistive technology and accessible educational materials in daily instruction. These findings can be used by states to inform the development of policies and guidelines, and by test developers to inform the design of assessment systems and platforms. Most desirable is that the findings will help initiate improved collaboration between and among states, districts, and test developers.

Deb Baker created this after consulting with faculty, librarians, and colleagues from around the country. The idea was to create a practical tool for assessing information literacy that anyone could use, was easy to norm, and focused on what students could do and where research instruction could be improved to increase students' information literacy. This rubric can help improve student success and information literacy learning outcomes in research assignments for any course. Used early in the semester it can serve as a diagnostic tool for supporting student researchers in developing the skills and habits of mind needed to successfully find and use information to answer a question, support a thesis, or solve a problem. Students could even use it to self-assess.

Cover photo by Glenn Carstens-Peters on Unsplash