Authentic Assessment Category 4
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 4: Data driven progress; results from multiple measures of academic and socio-emotional progress to inform Personalized Learning Plans (PLP's) and instructional design.
Datnow, A., & Park, V. (2015). Data use - for equity. Educational Leadership, 72(5), 48-54.
The article discusses the use of data-driven decision making in education and school improvement programs, focusing on how its effective implementation can improve student outcomes. The authors present five principles of data use designed to help leaders promote deeper inquiry around data, covering topics including student engagement, professional judgement, and commitment to equity.
Gewertz, C. (2016). Make assessment work for all students: Multiple measures matter. Education Week, 35(30), 5.
The article reports on the poll report "Make Assessment Work for All Students: Multiple Measures Matter" by the organization Gallup, which was commissioned by the organization Northwest Evaluation Association (NWEA) and discusses attitudes on the use of classroom tests and formative assessments.
Maier, T. (2013). A time for learning-centered institutions. Community College Week, 26(9), 4.
The article discusses learning-centered institutions, whose goal are to help students in acquiring the necessary basic skills for learning throughout a lifetime, and many styles include small and large group work, asynchronous and synchronous distance learning, and experiential and service learning.
Schneider, J., Jacobsen, R., White, R., & Gehlbach, H. (2017). Building a better measure of school quality. Phi Delta Kappan, 98(7), 43.
When it comes to measuring the quality of a school, policy leaders tend to embrace standardized tests as the go-to indicator, whereas parents and community members tend to rely on reputation, word-of-mouth, and what they perceive with their own eyes. The authors suggest a better approach: a new framework that looks at three categories of inputs (the teaching environment, school culture, and resources) as well as two categories of outputs (academic learning and cultivation of student character and well-being). Parents and community members who used the new interactive tool came away with significantly more positive perceptions of unfamiliar schools.
The core 4 elements crucial to personalized learning. (2016). District Administration, 52(7), 24.
The article offers the authors' insights on the aspects of the four core elements of personalized learning which include integrated digital content, data-driven decision, targeted instruction, and student reflection and ownership. It explores concepts of the implication of technology on education, the role of culture in developing natural motivation among children, and the importance of providing students the opportunities to reflect on their experiences.