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QPA's Rapid Prototyping Process helps teachers produce performance assessments when time is precious, but it can also help students and the community get in on the performance assessment design process.

To help build a more comprehensive system for measuring school quality that goes beyond test scores, the Massachusetts Consortium for Innovative Educational Assessment asked people who had a close-up view of what happens day-to-day in schools – teachers, principals, district administrators, family members, and students – what made a good school.

I propose something radical, in the wake of March for Our Lives and the robust political debate about how to make our schools and communities safer. I propose that we – we educators in particular - arm our students, not with guns, but with an incisive ability to reason.

The spark generated by performance assessments is catching at every grade level at Lincoln Elementary. If you want to see the true power of innovative assessments, simply talk to the folks who are in the thick of it, our students and teachers.

Vermont’s system of support presumes that all educators come from different places and learn in different ways, and that the most powerful learning happens in collaboration.

What does a performance assessment look like, and just how do you design one? Check out these six posters that give you a rare look at the thought process behind quality performance assessment design.

We need to rise up and work with legislators, state education departments, boards, and other policymakers for a radically new vision of education accountability, with teachers at the forefront of creating assessments that promote the deeper learning we want for all our children.