|
Thoughtful improvements and support of teaching performance assessments has the potential to strengthen preparation statewide and increase the readiness of the state’s teaching candidates as they enter the classroom.
Aneesha Badrinarayan Linda Darling-HammondMichael A. DiNapoli Jr.Tara KiniTiffany MillerJulie Woods
|
While the Every Student Succeeds Act presented promising possibilities for innovative state assessments, the path to realizing these opportunities has proven cumbersome and restrictive. Several possible federal executive actions could better enable states to design assessment systems that support deeper learning.
Aneesha Badrinarayan Linda Darling-HammondMichael A. DiNapoli Jr.Tara KiniTiffany MillerJulie Woods
|
The Every Student Succeeds Act presented new possibilities for innovative state assessments that support deeper learning; however, constraints have limited states’ abilities to fully realize such opportunities. Federal executive actions that offer time, support, and permission to innovate could encourage assessment systems that bolster high-quality teaching and learning.
|
Performance assessments provide students with authentic ways to demonstrate learning, cultivate academic knowledge and 21st-century skills, and prepare for college-level work. School, district, and network leaders should use quality criteria to examine their performance-based assessment policies and structures to foster deeper learning for all students.
|
In this issue of the Reimagining College Access Newsletter: a new Complete College America report on the use of k–12 performance assessments in college advising and placement, RCA presentations at upcoming national conferences, and a newly released College Completion Strategy Guide offers direction on evidence-based strategies to advance equitable outcomes for college students.
|
Because performance assessments surface examples of how students use their academic and nonacademic learning in authentic situations, they can help admission officers at higher education institutions more fully understand applicants. But a college’s abilities to effectively use reliable evidence of student learning in the admission process depends on how they frame the “ask” for these materials.
|
In this issue of the Reimagining College Access Newsletter: an upcoming RCA publication, the use of k–12 performance assessments to inform college advising and placement, and recommendations for advancing equity in college admission.
|
In this issue of the Reimagining College Access newsletter: Review of the 4th annual RCA convening, the feasibility of admissions lotteries in higher education admissions, and how districts are expanding the use personalized, competency-based education.
|
In this issue of the Reimagining College Access newsletter: Updates on activities from regional RCA initiatives, the latest national news on performance assessment, and recent research and updates to the Common App.
|
Many educators seeking to transform schools to allow more student-centered, inquiry-driven, and community-connected approaches to whole child learning face a wide range of institutional barriers. Nevertheless, thousands of schools have been redesigned to promote more student-centered principles, and these schools have created networks that provide schools with models for adopting methods that nurture the whole child.
