Reimagining College Access: Performance Assessments From K-12 Through Higher Education

LPI is partnering with EducationCounsel in a national effort to support the use of k-12 graduation performance assessments, such as student portfolios, capstone projects, and senior defenses, in higher education admissions, placement, and advising decisions. This initiative brings together a diverse group of k-12 and higher education policy and practice leaders around the idea that both systems can benefit from authentic and holistic ways of assessing students’ competencies and mastery of skills needed for college, work, and life in the 21st century. 

  1. Recognition Task Force: This task force is focused on identifying and creating a process, standards, and/or body to “recognize” high-quality K-12 performance assessment systems at the national and/or state level, including for use by higher education. The purpose of this recognition would be to facilitate higher education institutions’ consideration of performance assessment in admissions, placement, and advising; support quality use of performance assessments; and ensure the validity and value of the performance assessments. 
  2. Technology Tool for Use In Higher Education Task Force: Working closely with the Recognition task force, the Technology Tool task force is focused on exploring how to design or evolve a technology-based tool or platform to capture student performance, assessment information, and portfolio of work more efficiently and effectively for use in admissions, placement, and advising. While various platforms currently exist, the task force is exploring how those platforms could be improved and/or consider designing a new platform that more adequately meets the needs of both K-12 and higher education.
  3. Leading Places Network Brain Trust: This task force will design and support a network of leading states, districts, and higher education institutions to allow K-12 state and local systems with strong performance assessment systems and/or readiness for such systems (based on, for example, leadership, policy and legal foundations, capacity) to engage more deliberately with postsecondary institutions and policymakers to strengthen those systems and expand their use.