How can educators assess students’ college and career readiness, particularly the deep content knowledge and complex skills required with new standards? Performance tasks are one way to assess students’ college and career readiness because they require students to produce authentic work that demonstrates their mastery of specific skills and content. This video from the CCRS Center and in cooperation with the Center on Standards and Assessment and Implementation, explores how educators can design and score performance tasks and connects performance tasks with other education initiatives, including competency-based education, deeper learning, and employability skills.
References
Darling-Hammond, L., Adamson, F. (2013). Developing assessments of deeper learning: The costs and benefits of using tests that help students learn. Stanford, CA: Stanford University, Stanford Center for Opportunity Policy in Education. Retrieved from https://edpolicy.stanford.edu/sites/default/files/publications/developing-assessments-deeper-learning-costs-and-benefits-using-tests-help-students-learn_1.pdf
Edutopia. (2015). How should we measure student learning? 5 keys to comprehensive assessments. San Francisco, CA: Author. Retrieved from http://www.edutopia.org/comprehensive-assessment-introduction
Surr, W., & Rasmussen, J. (2015) Partners in crafting competency-based pathways to college and career readiness. Washington, DC: Great Lakes & Midwest Regional Deeper Learning Initiative at American Institutes for Research. Retrieved from http://deeperlearning-cc.org/sitefiles/15-3587_GLM_RDLI_CBE_Brief_091815_Surr_and_Rasmussen_REV.pdf
University of Pittsburgh, CBE Resource Group. (2010). Oral communication, analytic scoring rubric. Pittsburgh, PA: Author. Retrieved from https://www.icre.pitt.edu/cbe/documents/Rubrics/Oral%20Communication_Analytic.pdf
William and Flora Hewlett Foundation. (2013). Deeper learning competencies. Menlo Park, CA: Author. Retrieved from http://www.hewlett.org/uploads/documents/Deeper_Learning_Defined__April_2013.pdf
