Sometimes we run into the new year so fast we don’t have the time to intentionally look back at the one that is coming to an end. Yet slowly, carefully turning over the full swarth of the experiences, insights, ups and downs of the past year helps us think about what we want this next year to look like and why.Read More
For the past year and a half, we have been on a journey with imaginative and insightful educators, leaders, and organizations from around the country who are working to reimagine assessment, called the Assessment for Learning Project, for short: ALP.
ALP awarded grants to 17 teams from states, districts, to innovative school models, in places like Virginia, New Hampshire, Hawai’i, and California. Teams who were eager to dive headfirst into the question of how do we rethink assessment to make it meaningful and authentic, rooted in learning experiences that help students understand themselves better and where they are on their journeys? How do we shut the door on an era of assessments focused on high-stakes accountability only and welcome an era of deeper learning?
Great. That sounds good, right? Anyone reading this blog is likely interested in these types of questions. But what does rethinking assessment actually, tangibly look like? Education transformation like this can often feel inaccessible to people outside this world, in the language that’s used and the way it’s talked about. But as a journalist and storyteller that has always made me a little nuts — because education and learning is all about people. Our interactions with each other, with ourselves, and with material (digital, physical, reading, writing, creating, making, building). And stories like these are deeply intuitive and whole-hearted and we can all understand them, without a glossary or a decade of experience in ed reform. We just need to make sure we tell them in that way.
We need the stories of reimagining assessment to be accessible and sticky. We need them to be easily shared with friends over dinner or a parent at a school board meeting or grandparents at the park — because that’s what creates a movement.
The ALP leadership team, made up of the Center for Innovation in Education (CIE), Next Generation Learning Challenges (NGLC), and our team at 2Revolutions, has been working with grantees over the past several months to create stories like these because we believe that assessment needs to change dramatically — what we assess, how we do it, and the meaning behind it needs to shift because that will change the whole system.
The first release of these stories is a series of podcasts, and today I’m thrilled to share one. This compelling 12-minute audio story is set in Hawai’i. In Hawaiian, ʻāina means “that which feeds us.” For too long what has fed assessment are the wrong things, and the people of Hawai’i are coming together to make sure students' and families’ stories, called mo'olelo, culture, and community are not ancillary parts of the teaching, learning, and assessment experience — but the heart.
#Rethinkassessment. Join us.
After listening, learn more about Hawai'i's journey to rethink assessment through this great blog post by NGLC's Tony Siddall in Education Week.
I grew up in rural Indiana — employment opportunities were limited to farming and low-paying, low-skilled jobs unless you made the two hour round-trip trek to Indianapolis each day. Few of my schoolmates went to college, and the majority of them had children while I was still an undergraduate. The crystal meth epidemic rocked my community in the 90s, much like the opioid epidemic is running rampant in rural and suburban communities today. I half-joke to friends that there’s a reason a lot of horror stories are based in Indiana. But I also love rural life, which is why I chose to make my home with my husband, dog, three cats, and soon-to-be-born son near Stowe, Vermont in a town called Morristown, population 5,227. There is plenty of magic in places like Morristown, but it’s a quieter and subtler form than you find living in metropolitan areas.Read More
I had the honor of being a keynote speaker at iNACOL’s 2017 conference. Having attended this conference for many years, I was thrilled to be asked. I knew my message needed to be important and sticky — because I believe in my gut and my heart, after 40 years as an educator, principal, and coach and consultant to schools and state education departments, that our school system needs to change. The future of our country depends on it. Here’s what I had to sayRead More
What do you get when you put 20 innovators, researchers, and changemakers each focused on solving the challenge of fragmentation in communities into one conference room for a day in downtown Manhattan? An emerging foundation to learn from and share with one another, for one, and the sense that we’re on the cusp of some really exciting work to build sustainable progress in education in communities across the country.Read More