Showing posts by Gary Chapin
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Hear stories of students' learning—from the students themselves! The Assessment for Learning Project spoke with students around the country about their experiences with traditional versus project-based assessments.
While celebrating mastery learning for students, one would be remiss to ignore mastery learning for professionals. Micro-credentials are a new way for educators to develop and demonstrate their mastery in holistic, engaging ways.
Revisiting the idea of the rubric to see how well it has worked and how it can better serve our students is a legitimate and worthwhile exercise. It’s a conversation we should all be having.
In most of the United States, 21st century skills are not new. However, implementation – bringing the plan to the classroom and the students – has been a challenge. That's where calibration comes in.Teachers engage in a structured conversation, coming to agreement about what evidence of proficiency can be found in student work.
Vermont’s system of support presumes that all educators come from different places and learn in different ways, and that the most powerful learning happens in collaboration.
Gary Chapin busts some common myths surrounding rubric design.
Gary Chapin shares lessons learned from the micro-credential pilot in Rhode Island, where educators gathered to revolutionize personalized teacher learning.