Authentic Assessment Category 7
Here is a collection of articles written on the EdVisions model and network schools.
Authentic Assessment articles
*All articles are available upon request by emailing firstname.lastname@example.org
Category 7: Graduation includes standards met as well as project credits, life skills gained, and a senior project.
Bowman, R. F. (2014). Learning leadership skills in high school. Clearing House, 87(2), 59.
Leadership is learnable—it begins with leading oneself. Leadership is inspirational—it inspires in others the sustainable values that guide their pursuit of success and significance in life. Inspiration, transparency, trust, reputation, purpose, and commitment have become the operating currency of leadership in a morally interdependent world. The most powerful form of human influence is inspiration. Inspiring and nurturing the world's future leaders in a secondary-school setting merits being an educator's highest priority and most lasting legacy. Leadership is no longer just for formal leaders. The nation's secondary schools must find a way to cascade leadership across the campus to create millions of new dispersed leaders.
Dotson, K. B., & Grimes, C. (2010). The graduation project: Research in action. Teacher Librarian, 37(4), 59.
A case study is presented which explores the implementation of the North Carolina Graduation Project at Jamesville High School. The Graduation Project is described as a requirement for graduation providing an opportunity for students to demonstrate their research, creative thinking, analytical, and communication skills. Particular focus is given to the collaboration between teachers, librarians, and community members in implementing the project at a rural high school.
Gewertz, C. (2015). N.Y.C. school aims for 'authentic,' not standardized, tests. Education Week, 34(37), 8.
The article looks at alternatives to standardized tests as high school graduation requirements, profiling the East Side Community High School in New York City which has replaced standardized tests with a combination of projects and oral presentations which it considers more authentic as assessments. It notes the school is part of the New York Performance Standards Consortium and offers information on its graduation rates and the outcomes of its graduates who attend college.
Perez, A. B. (2012). Want to get into college? Learn to fail. Education Week, 31(19), 23.
The author, the dean of admissions at Pitzer College in the U.S., reflects on the college admission process and the ways in which students’ project perfectionism in their applications by not admitting failure. Topics include the benefits of coping with failure as a life skill, high school students' attitudes towards college admissions staff, and a student's experience of shame.
Personal finance curriculum prepares students to enter "real world". (2014). Curriculum Review, 53(8), 8.
The article discusses the 2014 inclusion of personal money management to the curriculum in Oklahoma. Topics discussed include topics covered in the program, including budgeting, taxes, and home buying, the requirement that students must possess money management skills in order to graduate high school, and the programs goal to prepare students to live independently after graduation.
Puente, K. (2012). Transition into the real world. District Administration, 48(6), 48.
The article discusses college preparation programs for high school seniors designed by U.S. educators Janice Dreis and Larry Rehage. According to Dreis and Rehage, most U.S. curricula do not address the needs of high school seniors and should instead focus on life skills, personal enrichment, and decreasing anxiety. Their programs include the Year-Long Service Learning Project and the Senior Instructional Leadership Core (SILC), which give students volunteer and leadership opportunities.
Wiggins, G. (2011). A diploma worth having. Educational Leadership, 68(6), 28.
The article discusses the value of high school diplomas in 21st century education in the U.S. The author suggests that high school education should be changed to abolish course requirements, increase expectations, and allow students to study subjects that represent their passions and likely career choices. He discusses the Cardinal Principles outline in the report "Cardinal Principles of Secondary Education" by the Commission on the Reorganization of Secondary Education in light of the emphasis on education standards in U.S. education. The actions of the Committee of Ten group of educators, mathematics education, and the preparation for students for involvement in society are explored.