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.
"I believe that children are entrusted to us for guidance, compassion, and a quality education. I believe in nurturing a culture of care, that is grounded in having high expectations and providing an equally high level of support for our staff, families, community and most importantly, our students."
The complexity of the family-school relationship is so unique and ever-changing that pre-made, one-size-fits-all programs cannot accomplish the goals so many schools have for engaging families. Rather than a program, success lies in developing an ongoing process at the local level for systematically evaluating the needs of families and staff and then providing programs to meet those needs.
"If there is one thing I hope you walked away with this year, it’s the fact that you matter, you are powerful and you have the ability to improve society. I hope that you recognize your greatness, that you have deep self love and confidence in yourself, that you know the only person you should compete with is you."
"These were powerful learning experiences not simply because students got to make choices or study subjects outside the “core curriculum,” but because they did so in a context where their learning and choices had visible impact on things they cared about."