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.
What do you believe about kids? What do you believe about learning? Do you always act how you believe?
"Proficiency-based education provides 'real' opportunities for students to own their learning and make explicit connections to what 'success' looks like for them."
After conducting interviews with 33 young adults with divorced parents, we learned that for the majority of the sample, the divorce resulted in a poorer relationship with their fathers, often because their feelings of loss could not be overcome or parents created a context where seeing dad was stressful. However, for nearly all of those whose relationships got worse immediately post-divorce (often in adolescence), relationships improved in young adulthood.
"To sustain a democracy requires a democratic culture nurtured by our education system." Ramona Treviño explains how student voice nurtures and uplifts a democratic society
This starting point jump-starts an exploration of real possibilities and allows change leaders to bypass the belief that a flexible schedule “can’t be done”.
In this four-part series, Carisa Corrow highlights the insights, processes and instructional strategies in personalized learning from Vermont educators. The first entry focuses on one French teacher from Winooski High School.