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Instead of assessing learners against other learners, or the norm, the focus shifts towards assessing them against certain, identified criteria (Glaser) -
Ongoing, focused feedback is proven to greatly benefit learning (Black William) -
Shifting towards more specific, performance-based, real-world tasks (Wiggins) -
Designing learning that focuses on alignment and validity, beginning with what learners should know and identifies behaviors and tasks that demonstrate that knowledge (Mislevy et al.) -
Adding digital badges to reflect competency -
Developing stealth assessments, placing assessments in games so as to make the learning and evidence capturing unnoticeable -
Feeling pressure to redesign assessments that cannot be performed by generative AI; drafting policy about the use of generative AI