Showing posts by Gary Chapin
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Considering the subtleties of epistemology in the context of performance assessments could help teachers assess students with more care and accuracy.
If we’re striving for competency-based, personalized learning experiences for students, then it is equally important educators to have similar learning experiences.
Gary reflects on his time at the 2017 Mid-Atlantic Conference on Personalized Learning, where he heard about how schools in Pennsylvania are using personalized learning to fill their own, unique needs.
What do you believe about kids? What do you believe about learning? Do you always act how you believe?
In August, Gary went out to Salem to hold a professional learning institute to assist the Oregon Department of Education in building educator capacity to pilot validated, high quality performance assessments in the classrooms. He writes about the experience and marvels at how quickly and unexpectedly we can find ourselves in the position to do great work in education
Gary reflects on a recent visit to The Parker School in Devens and their approach to assessment--giving students many shots at demonstrating a standard rather than linking everything to one assessment event.
How do district and school leaders start the conversation about performance assessments with their colleagues, with students, with parents, with school boards? How do you change a practice that also requires a change in culture? Read on to hear some advice from our annual Quality Performance Assessment Summer Institute.