Authentic Assessment Category 3

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

Category 3: Achievement demonstrated publicly with multiple opportunities for relevant feedback.

Clarke, J. H. (2012). Invested in inquiryEducational Leadership69(5), 60.

The article discusses the student-centered education program at Mount Abraham Union Middle/High School in Bristol, Vermont, called the Pathways program. The author looks at the school's curriculum combination of traditional classes with individualized inquiry-based student programs. Topics include the program's focus on student individuality and independence, as well as a personalized time structure for courses that is based on individual student motivation. The author also comments on the program's collaboration with community mentors who participate in student assessment.

Double take. (2014). Educational Leadership72(3), 8.

The article presents education news briefs as of November 2014. The study "Pressing for Elaboration in Student Talk About Texts" by Dot McElhone examined the use of high-press questions in elementary level classroom discussions. The book "Talk Like TED: The 9 Public-Speaking Secrets of the World's Top Minds" by Carmine Gallo explored the techniques of effective presentations. A study by the Association of American Colleges and Universities found 80 percent of employers suggest colleges focus more on written and oral communication skills.

Hardiman, M., & Whitman, G. (2014). Assessment and the learning brainIndependent School73(2), 36.

The article presents information on assessments of learning in U.S. independent schools. The authors look at the relationship between teaching and learning, the development of performance-related and mastery goals, and feedback for students. The article also discusses how to use neuroscientific research on assessment in classroom practice.

Larmer, J., & Mergendoller, J. R. (2012). Speaking of speakingEducational Leadership70(4), 74.

The article discusses using project-based learning to teach elementary students the oral presentation and public speaking skills required in the 2012 U.S. Common Core State Standards. The educational benefits of student communication, collaboration, and critical thinking skills are discussed, and presentation curricula in schools such as St. Francis School in Goshen, Kentucky, Maupin Elementary School in Louisville, Kentucky, and TEAM Academy in Newark, New Jersey are described. The use of visual aids in presentations and physical skills such as eye contact and voice projection are also mentioned.

Will, M. (2017). What happens when students are the test designers: For a network of virginia public schools, student projects offer proof of learningEducation Week36(32), 7.

The article presents an overview of student-led educational assessment in Virginia public schools through the use of competency-based projects. It describes how the Assessment for Learning Project has sponsored grants to help discover how to improve student evaluation beyond tests. According to the article, students will receive feedback during the project, show what they have learned, and actively participate in the assessment.