Reimagining Assessment
Reimagining Assessment

Educators are rethinking the purposes, forms, and nature of assessment. Beyond testing mastery of traditional content knowledge—an essential task, but not nearly sufficient—educators are designing assessment for learning as an integral part of the learning process.

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Primary Contact Name:
Shannon King
Award Date:
March 2016
Grant Term:
24 Months
Funding Priority:
Formative Assessment, Aligned Systems/ Accountability

Student-Led Assessment
Networked Improvement Community in Virginia

Participating Schools:

Fairfax County, VA
Frederick County, VA
Loudoun County, VA
Cumberland County, VA
Henry County, VA
Albemarle County, VA
Roanoke County, VA
Chesterfield County, VA
Virginia Beach, VA

Settings: Urban, Rural, Suburban
School Type: District
Targeted Grades: K-12
Number of Participating Students: More than 1,000
Number of Participating Teachers: To be determined
Curriculum Areas: All

The Team:
Fairfax County Public Schools
Frederick County Public Schools
Loudoun County Public Schools
Cumberland County Public Schools
Henry County Public Schools
Albemarle County Public Schools
Roanoke County Public Schools
Chesterfield County Public Schools
Virginia Beach City Public Schools
Virginia Department of Education

The Project

The team is establishing a Networked Improvement Community (NIC) across Virginia focused on student-led assessment for deeper learning. Student-led assessment involves students as stakeholders in their learning process, so this means students need opportunities for meaningful learning and structures to reflect on that learning. They also need feedback so they can set goals and measure their growth toward both mastery of the content and the district’s Portrait of a Graduate attributes. Each of the districts within the NIC intend to implement student-led learning in ways that align with their current assessment plan. Some examples:

  • Developing a student-curated portfolio system
  • Providing opportunities for students to present their work during Exhibitions of Learning
  • Implementing rubrics that allow students to self-assess growth

The Hypothesis

If a Networked Improvement Community across districts in Virginia is focused on student self-assessment, then:

  • Evidence of student-led assessment practices that lead to improvement in teaching and learning will be identified.
  • Those practices that can be reliably spread and scaled across diverse contexts will be identified and implemented (e.g., with a variety of student populations, diverse communities and districts).

The Learning

By design, a Networked Improvement Community (NIC) leads to improvement across multiple contexts in ways that are reliable and measurable. In this case, then, the project will lead to scale far beyond the initial participating districts. The team’s ultimate goal is to spread and scale their learning to all interested districts, particularly those that are already part of the EdLeader21 Professional Learning Community.