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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.
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.
Put down the laptop and keyboard - and pick up a pencil! Encouraging students to pick up a pen and write—even if the handwriting is messy-- instead of a keyboard may be a simple yet effective strategy that can assist a struggling student
How can we reframe the conversation about achievement to support urban school teachers and shift from using language of blame to language of empowerment?
All too often, professional development opportunities for teachers follow the traditional “sit-and-get” model—an approach to learning that we all know needs to change. CCE’s Massachusetts Personalized Learning Network (MA PLN) is committed to making this transformation, offering engaging, authentic learning experiences for educators in the network.
Gary talks about one of CCE's favorite norms: Assuming Best Intentions. If you assume best intentions, the quality of the conversation as a whole will rise. The focus will be on the merits of the work and its mission.
The story of one Los Angeles Urban Teacher Residency Mentor Teacher, Mr. Anthony Yom—an approachable, no-nonsense, enthusiastic, and committed AP calculus teacher who works tirelessly to make sure that his students succeed in school and beyond.