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 Achieving Balance in Classroom Assessment

 

The Michigan Assessment Consortium supports educators through this facilitated professional learning and implementation journey toward Achieving Balance in Classroom Assessment (ABCA). This unique opportunity to learn how balanced assessment—assessment for and of learning – can:

  • substantially improve student instruction and learning
  • close gaps in student performance, and
  • increase equity in student learning and achievement.

Through the ABCA program, the Michigan Assessment Consortium (MAC) will support teams with structured programming, planning consultation, and high-quality resources to help them achieve increased student achievement through improved assessment practices in each classroom.

Learning Outcomes

Educators will learn to:

  • use the formative assessment process to plan, deliver, and reflect on instruction;
  • use interim assessments periodically to monitor or verify student learning;
  • select/develop and use other quality summative and formative evidence-gathering tools within the classroom setting;
  • deepen their understanding of how assessment for learning (the formative assessment process) and assessment of learning (summative assessments) work together to enhance student learning and increase student achievement;
  • recognize what assessment literate educators know, do, and believe as they work to improve the balance of assessment at the classroom level; and
  • successfully use evidence gathered through a balanced assessment system to support a continuous improvement process through MICIP.

If you have participated in ABCA and would like to access the materials, select the corresponding year/program below:

  • ABCA ISD- 2026-27
  • ABCA ISD- 2025-26
  • ABCA LEA- 2025-26
  • ABCA ISD- 2024-25
  • ABCA LEA- 2024-25