Showing posts in the category Performance Assessment
. Show all
Through more than 20 years of No Child Left Behind, we have lived with a uniform definition of accountability, that of a standardized test used to make determinations of student learning and school and district progress. It is time to question some of the assumptions underlying this practice.
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?
In August, Gary went out to Salem to hold a professional learning institute to assist the Oregon Department of Education in building educator capacity to pilot validated, high quality performance assessments in the classrooms. He writes about the experience and marvels at how quickly and unexpectedly we can find ourselves in the position to do great work in education
No two projects, when divergent thinking principles are embedded, are ever the same—and this makes assessment something it often is not: FUN!
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.
Gary reflects on a recent visit to The Parker School in Devens and their approach to assessment--giving students many shots at demonstrating a standard rather than linking everything to one assessment event.
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.