EPIC staff can lead workshops for your organization on the topics identified in the book chapters. Please visit the EPIC Workshop and Professional Development Page) to learn more about the services offered and to contact an EPIC representative for further information or scheduling.
Review the list of Common Core standards near the start of chapter 10. Think about ways that these could be assessed either at the classroom level or by an external method.
See the Innovation Lab Network for examples of states that are going beyond the consortia assessments with additional assessments (http://www.ccsso.org/What_We_Do/Innovation_Lab_Network.html).
For a better understanding of the research base underlying performance assessment, read and discuss Paul Black and Dylan Wiliam ’s Inside the Black Box: Raising Standards through Classroom Assessment. A summary is available at http://www.journeytoexcellence.org.uk/resourcesandcpd/research/summaries/rsassessment.asp.
See the International Baccalaureate Diploma Programme Assessment Principles and Practice for an overview of how a combination of assessments, internal and external, can be used to gain greater insight into a wider range of student knowledge and skills (http://www.ibo.org/diploma/assessment/documents/DPAssessmentPrinciplesandPractice.pdf).
Examine the example performance tasks that represent points along the continuum presented in figure 10.1 (Continuum of Assessment for Deeper Learning). Which kind of tasks along the continuum are used in classrooms in your school? What would have to occur for your school to the next type of task on the continuum?
Create a hypothetical student profile. What would it have in it? What additional information on student knowledge, skills, and abilities is readily available to include when making important decisions about student readiness? How can available information help students make better decisions about possible goals?
Give students opportunities to build portfolios of work across multiple grade levels. Portfolios can be constructed on public spaces such as Google and can embed material created on YouTube, Prezi, SlideRocket, and Screenr, in addition to scanned student work products.
Review the Raikes Foundation inventory of social-emotional learning assessment tools (http://raikesfoundation.org/Documents/SELTools.pdf).
Gauge your students’ families’ current comfort level with student performance data. Do you think a more comprehensive profile would be welcome or confusing? What kinds of conversations and awareness raising need to accompany an expansion into a profile-based system of assessments?
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