When used effectively, performance assessments support the development of students’ higher-order thinking skills, help improve teachers’ instructional practices, and ultimately allow students to demonstrate college and career readiness through a culminating assessment. This study examines the role districts can play in fostering their effective use and looks at lessons learned in three California districts.
Performance assessments are a strategy to improve educational outcomes, but relatively little research examines the key conditions needed to support the implementation of high-quality performance assessments at the district, school, and classroom levels. Initiatives in three California school districts—Los Angeles, Oakland, and Pasadena—provide lessons learned and showcase the role districts can play in facilitating the effective use of performance assessments.
A hallmark of deeper learning is students’ ability to apply their knowledge to new situations and complex problems. Big Picture Learning, Internationals Network for Public Schools, and New Tech Network have successfully instantiated, sustained, and spread deeper learning practices in ways that advance equity in schools across the nation. A deep look into their systems and structures reveals common threads, including rethinking structures and relationships in schools, collaboration, professional learning, leadership development, and continual improvement.
A hallmark of deeper learning is students’ ability to apply their knowledge to new situations and complex problems. New Tech Network has successfully instantiated deeper learning practices in many geographically, politically, and socioeconomically diverse school settings. This deep look into its systems and structures shows how the network has spread its practices to many traditionally structured, public school districts across the country.
