MCIEA's vision of quality schools allows all students to demonstrate what they know and can do through real-world application, preparing graduates for college, career, and beyond. Teacher-generated, curriculum-embedded performance assessments are a foundation for creating a richer means of assessing student achievement and serve as the primary student learning measure in MCIEA's school quality framework. Attaining this vision necessitates building the capacity of all consortium teachers to design, validate, and implement high-quality performance assessment tasks in the classroom and reliably score resulting student work. Through a strand of work facilitated by the Center for Collaborative Education and its Quality Performance Assessment (QPA) program, MCIEA educators will participate in professional learning in the creation of curriculum-embedded performance assessment tasks. The QPA Framework (below) will serve as a guide as participants learn about performance assessment design, validation, and implementation.
In the next phase of the project, MCIEA will form cross-district working groups to co-design performance assessment tasks that can be embedded in local curriculum. The purposes of the common performance assessments across districts are to help measure the degree of cross-district comparability of scoring, and to serve as high quality models and build local capacity. Field-tested assessments will contribute to a bank of MCIEA-approved high quality assessments.
Redefining student assessment.
MCIEA believes that engaging teachers and administrators in multi-faceted professional learning in the creation of high-quality performance assessments will lead to strengthened curriculum and instruction, as well as more robust means of assessing student learning with an increasingly diverse student body.
Supporting teacher leaders.
Teacher leaders develop their assessment literacy at Quality Performance Assessment Institutes and bring their expertise back to their schools. They build school-wide teacher capacity to administer valid performance assessments, create a collective understanding of assessment goals, quality standards, and desired outcomes, and engage in calibration scoring of student work to ensure consistency in what constitutes quality work.
Connecting assessment directly to student growth.
MCIEA supports the use of robust performance assessment in the classroom that are integrated into students' daily work, drive quality instruction, and assess student growth over time as opposed to an absolute score from a single, high-stakes standardized test.
The Quality Performance Assessment model creates high-quality performance tasks - multi-step student activities accompanied by clear criteria, expectations, and processes and that have a real-world application.
Performance assessment is a rich field and ample resources are available to guide our collective thinking and practice. Quality Performance Assessment tools are available for download; Access to this content is complimentary, but you will be asked to register.
Teacher Learning Through Assessment: How Student Performance Assessments Can Support Teacher Learning by Linda Darling-Hammond and Beverly Falk
This paper describes how teacher learning through involvement with student-performance assessments has been accomplished in the United States and around the world, particularly in countries that have been recognized for their high-performing educational systems. The authors discuss how teachers' engagement with performance assessments influences their understanding of the standards and their students' abilities.