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Reimagining Assessment

Rethinking Students’ Role in Assessment to Promote Greater Equity: Learning from Del Lago Academy

This memo explores some of the assessment for learning practices that the Assessment for Learning Project (ALP) is supporting at Del Lago Academy of Applied Sciences, a small public high school in Escondido, California that educates a diverse group of scholars to develop industry-specific skills and expand their social networks and access to opportunities.

Stanford Center for Opportunity Policy in Education (SCOPE), October 2018
Reimagining Assessment

Developing A School Culture of Meaningful Feedback Deepens Everyone’s Learning

This memo highlights the work of Summit View Elementary School in Tucson, Arizona and its use of ideas and practices from a blended online course, Student Agency in Assessment and Learning (SAAL) developed by researchers at WestEd, an Assessment for Learning Project (ALP) grantee. The blended course helped teachers actively use assessment for learning strategies, such as peer-to-peer feedback, in their teaching. Teachers are learning to teach for deeper understanding by using these strategies in their classrooms and by making their teaching practices visible to themselves and their colleagues.

Stanford Center for Opportunity Policy in Education (SCOPE), August 2019
Reimagining Assessment

Virginia’s Student-Led Assessment Networked Improvement Community: Coming Together for Systems Change

This memo describes how 11 Virginia school divisions have come together to form Virginia's Student-Led Assessment Networked Improvement Community. This Networked Improvement Community (NIC) is focused on increasing the use of student-led assessment practices, including capstone projects, to increase students’ agency and ownership of their learning and assessment experiences.

Stanford Center for Opportunity Policy in Education (SCOPE), October 2019
Designing for Equity

Remote DEI Toolkit

A guide for remote organizations exploring diversity, equity, and inclusion (DEI)

From the Remote DEI Collective (2Revolutions, Deans for Impact, Illustrative Mathematics, Next Generation Learning Challenges (NGLC), NYC Leadership Academy, The Learning Accelerator, and Transcend), May 2020
Reimagining Assessment

A Systems Approach to Creating an Ecology of Equity in a High-Poverty School District

This memo highlights the ongoing work of the Sunnyside Unified School District (SUSD) to create an ecology of equity by developing a school system that fosters a belief in each person’s capacity to learn and increases students’ opportunities for success by helping students take responsibility for their own learning through the use of evidence. SUSD is also changing the conditions under which students learn by creating multilevel professional learning opportunities for adults in the district. SUSD is a partner in WestEd's Assessment for Learning Project (ALP) grant.

Stanford Center for Opportunity Policy in Education (SCOPE), June 2020
Enabling Change

TeacherCast Podcast featuring Andy Calkins

In this podcast, Andy Calkins, director of Next Generation Learning Challenges, joins host Jeffrey Bradbury to talk about districts that are transforming their systems to equip students with 21st Century skills, the impact of COVID-19 and how districts continued providing rich learning experiences for students, and why next generation learning and reimagining the learning experience is so important.

TeacherCast Educational Network, June 16, 2020
Designing for Equity

Building for Equity: A Guide for Inclusive School Redesign

Building for Equity is a practical guide that brings culturally-responsive teaching, social justice, and critical pedagogy to the fore, so that we are not only talking about equity, we’re building it. This guide provides practical, innovative best practices that walk teachers through the redesign process to create equitable learning experiences that fit their school's context. The Building for Equity guide weaves together the personal learning and design principles that drive sustainable, equitable school change, along with a slate of useful tools.

Center for Collaborative Education, February 2020
Reimagining Assessment

Creating Identity-Safe Spaces So Feedback Can Educate and Motivate Learners

This memo highlights the ongoing work of the Leadership Public Schools (LPS) Network, driven by their belief that students are serious and capable learners, thinkers, and doers, worked to disrupt inequities by developing and refining student peer feedback practices. This memo describes what LPS discovered about creating the conditions in which peer-to-peer feedback motivates and educates each learner.

Stanford Center for Opportunity Policy in Education (SCOPE), December 2019
Reimagining Assessment

Lessons from the Assessment for Learning Project: Strategies for Building an Authentic Learning Community

This article explores findings from an evaluation of the Assessment for Learning Project, a grantee engagement strategy led by the Center for Innovation in Education focused on creating a learning community founded in continuous reflection and safety for risk-taking. The article shares the project’s model and approach, grounded in the core design elements of a field-facing learning agenda, grantmaking that leads with learning, and collective leadership. The article highlights the Assessment for Learning Project’s practices, such as a Request for Learning rather than traditional Request for Proposals; a requirement that grantees provide formative feedback to each other; and public demonstrations of learning in lieu of traditional reporting. And it explores how the project’s design helps flip the script on expertise by encouraging grantees to draw on one another for support and how it promotes a culture of experimentation that deepens learning relationships. Finally, this article points to the role of the project’s leadership team in modeling reflection and vulnerability, co-designing with grantees to bolster their leadership, and expanding its network by strategically connecting grantees to the broader field via a common learning agenda.

The Foundation Review, Volume 12, Issue 2, authored by Heather Lewis-Charp, M.A., and Daniela Berman, M.A./M.P.P., Social Policy Research Associates; Sarah Lench, M.P.A., Center for Innovation in Education; and Tony Siddall, M.B.A., Next Generation Learning Challenges. Available at scholarworks.gvsu.edu/tfr/vol12/iss2/10/
Why Schools Need to Change

A Revolution in Education: Can it happen NOW? And how?

In this podcast hosted by Chris Unger, NGLC director Andy Calkins joins consultant Grant Lichtman and Kelly Young, president of Education Reimagined, to answer how educators at every level of the education system can effectively pursue new possibilities in agency and opportunity for all youth moving forward. They answer how a revolution in education might happen NOW.

A Revolution in Education Podcast Series, July 2020