A high school sophomore reflects on the limits of and alternatives to high-stakes standardized tests. Ai-Zhen Tung wrote this reflection during her sophomore year at Boston’s Fenway High School.
Four examples spanning grade levels and disciplines demonstrate the range and possibilities of performance assessment. These examples were compiled by Christina Kuriacose, Program Associate, Quality Performance Assessment, Center for Collaborative Education.
This article reports from Stanford University’s Innovative Assessments Institute on the development of performance assessment at scale, along with implementation recommendations.
High school students reflect on their participation in GreenTalks, a public exhibition of their research on food justice issues in Boston. Interviews conducted by Christina Kuriacose, Program Associate, Quality Performance Assessment, Center for Collaborative Education
Researchers report on their evaluation of comparability claims in local scoring of performance assessments across districts participating in New Hampshire’s Performance Assessment of Competency Education pilot project.
In an examination of the conditions required for the successful implementation of performance assessment, the authors draw on a range of personal experience and other insights to guide practitioners and policymakers.
This field report from 2017’s National Conference on Student Assessment shares possibilities for flexibility and innovation in assessment and accountability made possible by the Every Student Succeeds Act.
Based on reports created for the National Summit on K-12 Competency-based Education, this article explores how educators can take action to build momentum for and implement competency education and performance assessment.
- ‹ previous
- 2 of 2