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In the daily struggles of working as an educator, it is easy to forget the hidden problems faced by our students—one of the most important being whether they have a nighttime residence that is fixed, regular, and adequate.
Lani Cabral-Pini, a 4th grade teacher in Revere, MA, shares her experience designing a new assessment task with MCIEA.
The micro-credential initiative is not about changing effective teaching; it is about expanding ideas and delivering resources for teachers who want to improve their already great classroom ideas with new ideas, new paths, and new paradigms.
The Massachusetts Consortium for Innovative Education Assessment seeks to redefine the measures of student learning. The consortium believes that “In this day and age, we need to re-conceptualize assessment rather than tinker to refine a testing model that has limited value in furthering public education,” and that the best way to assess student learning is to return the role of designing assessments to those closest to students – teachers.
How do district and school leaders start the conversation about performance assessments with their colleagues, with students, with parents, with school boards? How do you change a practice that also requires a change in culture? Read on to hear some advice from our annual Quality Performance Assessment Summer Institute.
Put down the laptop and keyboard - and pick up a pencil! Encouraging students to pick up a pen and write—even if the handwriting is messy-- instead of a keyboard may be a simple yet effective strategy that can assist a struggling student
How can we reframe the conversation about achievement to support urban school teachers and shift from using language of blame to language of empowerment?