Showing posts in the category Performance Assessment
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Considering the subtleties of epistemology in the context of performance assessments could help teachers assess students with more care and accuracy.
Higher test scores do not necessarily equate to quality schools. James Noonan shows how using standardized tests as the singular gauge for school quality affects school and residential segregation.
Our QPA Intern gets a chance to see performance assessments in action at Boston Green Academy, where culturally responsive assessment gives students the agency to create a product that reflects their interests.
Educators cannot transform the system alone. The more we coordinate, the more likely we will be able to create the multiple pathways that schools, districts,and states need to create high quality personalized, competency-based systems that are equitable and fair.
“…there are few things more powerful than the energy in a room when educators come together to talk about teaching and learning.”
Lani Gonzalez, a 4th grade teacher in Revere, MA, shares her experience designing a new assessment task with MCIEA.
The 2017 Summer Institute will provide the opportunity to learn and apply the Quality Performance Assessment (QPA) model, with a focus on educational equity and cultural responsiveness.