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"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."
What makes a good school? The MCIEA School Quality Measures project seeks to consider what each unique school brings to the table, rather than creating a rigid, zero-sum standard.
Through the reflections of New Hampshire Performance Assessment of Competency Education (PACE) participants, Clara explains the power of teachers who become outliers and collaborate to improve student learning.
For our founding teachers, this was an issue of social justice—being able to provide multiple opportunities for students to achieve mastery of skills over time was simply more equitable.