“One of the hardest tasks for teachers is to align pre- and post- classroom assessments to best measure the change or progress made between two occasions. Such assessments need to have questions anchored on a common scale (i.e., whatever is measured on each occasion should be the same construct) and anchored on a common difficulty scale. Larry Ainsworth spells out how classroom teachers can work together to create such tasks, which allows a major focus, as it should, on using progress to help monitor learning and adapt teaching.
"Formative assessment’s essence is its reliance on evidence-informed judgments about the need for instructional adjustments. Ainsworth relied on an analogous strategy in refining the recommendations he made in 2006 regarding common formative assessments. Based on nearly a decade’s worth of real-world evidence obtained by watching educators implement those earlier suggestions, Ainsworth has clearly refined his thinking about group-guided formative assessment. To most of us, a designation of 2.0 represents a “new and improved” version of whatever’s being described.