Showing posts in the category Performance Assessment
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CompetencyWorks' Chris Sturgis interviews Laurie Gagnon on the ins and outs of performance assessment.
An advisor at the Met High School in Providence, RI, shows how one student used personalized learning to create an exhibition on crime scene investigation and law enforcement.
The micro-credential initiative is not about changing effective teaching; it is about expanding ideas and delivering resources for teachers who want to improve their already great classroom ideas with new ideas, new paths, and new paradigms.
"The goals of arts integrated tasks align strongly with QPA tasks, creating the potential for even higher quality tasks when the two are used together. When done well, arts integrated QPA tasks increase student engagement in their learning by connecting to relevant topics and expanding the ways students can represent their learning."
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."