Showing posts by Laurie Gagnon
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"The goals of arts integrated tasks align strongly with QPA tasks, creating the potential for even higher quality tasks when the two are used together. When done well, arts integrated QPA tasks increase student engagement in their learning by connecting to relevant topics and expanding the ways students can represent their learning."
What do you believe about kids? What do you believe about learning? Do you always act how you believe?
New federal initiatives mark a clear shift in our country’s education policy—schools and teachers must seize this opportunity to transform assessment and accountability in our classrooms. How can states and schools support educators and build their capacity to make this shift? How can we create better assessments that drive better teaching and, ultimately, lead to better results in our schools?
Performance assessment and Understanding by Design are integral to CCE’s work with educators. Learn about a podcast that discusses these key practices and resources as well as other topics of education.
Under ESSA, seven states will be able to pilot new systems of assessment and accountability that, if designed well, have the potential to support strong, teacher-led practices that integrate teaching, learning, and assessment. To achieve this outcome, districts will need to invest in their teaching staff, support purposeful inquiry to create cultures of growth, and think creatively about traditional barriers.
Thinking about including more performance assessment as an approach to project-based, deeper learning? Planning the next steps in building your staff members’ performance assessment literacy? Use this sample timeline as a resource when creating your action plan.
The Assessment for Learning Project grantee community gathered to kickoff a “learning agenda” that models the power of networks in improving practice across the spectrum of stakeholders in education.