Showing posts in the category Culturally Responsive Practice
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An assessment is only valid if a learner is willing to show us what they know and can do. So what does an engaging task look like? This is a really hard question to answer because each individual learner has different likes, dislikes and personalities. Does this mean you have to create different tasks for each learner? No, but here are some tips in designing.
Sixty-five years ago, the United States Supreme Court issued a ruling in the case of Brown vs. Board of Education. Chief Justice Earl Warren delivered the Court’s decision, stating that “…in the field of public education, the doctrine of ‘separate but equal’ has no place.” It was a seminal moment in public education at the onset of the Civil Rights era. Sixty-five years later, are we still making progress?
Attleboro High School, a member of MCIEA Cohort 1, has made great strides in Quality Performance Assessment implementation. See how they did it.
This spring, students at Chelsea Opportunity Academy conducted the first-ever series of student-led instructional rounds, visiting each classroom, debriefing the experience, and sharing observations with teachers.
Carisa Corrow debunks myths and assumptions around performance assessments.
I work with teachers who are in the struggle, navigating unjust waters so that they can make little dents of positive impact. Little dents, however, are not going to move us or sustain us. We need to find the root causes of our problems for there to be real change.
In this post, we share just a few examples of data – featured at MCIEA’s 2019 policy forum on “The New Accountability” – that help to portray the full measure of schools.