1. Lead with Learning: How States Can Foster and Scale Assessment Innovation Through ESSA 28 June 2017
Gene Wilhoit
Executive Director
Center for Innovation in Education
Gene Wilhoit
Roneeta Guha
Learning Policy institute

2. ESSA’s Guiding Messages
High Learning Goals with Latitude
Public Engagement
Better Assessments
Turn Around Low Performers
Use Resources to Support Learning
Gene Wilhoit

3. Locally selected assessments of student progress
Accountability for Meaningful Learning in the 51st State – State and Local Partnership
Locally selected assessments of student progress
(i.e.,DRA)
K-2
3 - 4
5 -6
7 -8
9 – 10
11 -12
State Validation
Assessment
State Validation Assessment
Graduation Portfolio
CCR
CCR
Gene Wilhoit last slide; transition to Paul Leather
Disaggregated Data
Assessment Quality Assurance
(reviews local assessment plans)

4. States are continuing focus on assessment of and for learning, shifting relative emphasis from of to for
Assessment OF Learning
(PARCC, Smarter Balanced)
2010
2011
2012
2013
2014
2015
2016
2017
2025
Assessment FOR Learning
(ALP, etc.)
This has a lot of assumptions baked into it about the relative $$ investments in assessments across the 3 sub-strategies both in the past and into the future. We’ll need good vetting on this one! Take a good first whack at it.

5. Fundamentally Rethinking Assessment

6. A Learning Orientation
The Assessment for Learning Project (ALP) focuses on formative assessment as a high leverage practice to improve student outcomes through lines of inquiry called a Learning Agenda:
How can assessment support a broader definition of student success?
What assessment practices most effectively empower students to own and advance their learning?
How can we build educator capacity to gather, interpret, and use evidence of student learning to enhance instruction?
How does assessment for learning inform broader contexts of accountability, policy, and system design?
How can we pursue equity through assessment for learning?
A Learning Orientation

7. The Assessment for Learning Project (ALP) works through Grant Making as Collective Learning and Field Building to:
Generate assessment solutions that measure what matters most in support of deeper learning
Develop proof points that create productive dialogue between local assessment innovations and the policy contexts within which they live
Develop tools and resources – such as an Equity Lens for Assessment Practice – for widespread transfer and adaptation
Galvanize the field to #rethinkassessment
A Learning Community
States need political will, stronger evidence of success, more models for how it could work, and more pressure from the grassroots to set the stage for policy change
The goal is to strengthen the local work on assessment and find more deliberate ways for it to begin influencing state policies and decisions

8. Grantee Lines of Inquiry – Performance Assessment Grantee Work
Learning Questions
Fairfax (VA) – leading a 13 district consortium
NIC investigating student-led assessment as a means to deeper learning
EdWeek – What Happens When Students Design Their Own Assessments?
Can the introduction of complex projects as part of graduation requirements build student agency and counterbalance the influence of traditional summatives on instruction?
Can districts working collaboratively produce sufficient evidence and support to influence policy and support broad scale adoption of student-led assessment as an integral part of their overall systems of assessment?

9. Grantee Lines of Inquiry – Performance Assessment Grantee Work
Learning Questions
Center for Collaborative Education, with Cntr for Teaching Quality and Rhode Island DOE
Piloting a micro-credentialing system for practitioners in designing performance tasks in personalized, proficiency-based systems
See first prototype here
Can we do a better job of joining professional learning to high academic expectations if we engage teachers in performance-based learning through collaborative inquiry, using real student work, and support them to develop their own agency as learners?
Can we contribute transformation of culture in schools by validating the assessment expertise of practitioners and preparing them to lead shifts in practice, if we create a set of micro-credentials in assessment and support a cohort of teacher leaders in attaining them?

10. Grantee Lines of Inquiry – Performance Assessment Grantee Work
Learning Questions
Del Lago Academy, small school in Escandido CA
Implementing Next Generation Science Standards competencies using digital badges validated by industry and college partners
See first prototype here
How can K12 partner with industry to develop meaningful assessments that certify scholars as ready for internships and industry-level work?
If performance assessment is the application of skills to meaningful tasks in context of instruction, what happens when you transfer application to real world tasks?
Are badges an effective way to bundle and transfer performance tasks as evidence of learning to other contexts and constituencies?

11. California Performance Assessment Collaborative (CPAC)
Presented at the CCSSO National Conference on Student Assessment
Roneeta Guha
June 28, 2017

12. What is CPAC?
The California Performance Assessment Collaborative (CPAC) is statewide network of schools and districts working to advance innovative performance assessments, which tap into students’ higher order thinking skills to perform, create, or produce something with real-world applications. These can include portfolios or senior exhibition projects. The defense is an important part of the process.

13. Shared CPAC Principles
Assessments aligned to competencies
Rubrics and/or clear criteria of competence
Multiple opportunities for revision
Collection and/or exhibition of evidence
Authentic audience
Continuous improvement
Student ownership
Reflection
Equity

14. Current CPAC Participants
40+ schools across 12 districts and 6 school networks
Districts
Networks
Fresno Unified*
Big Picture
Hayward Unified
Linked Learning
Jefferson Union High
Envision
Long Beach Unified*
High Tech High
Los Angeles Unified*
Internationals
Oakland Unified*
New Tech
Pasadena Unified*
Sacramento City Unified
San Diego Unified
San Francisco Unified*
San Mateo Union High
Sequoia Union High
*Active district participation

15. Four strands of work within CPAC
Policy
Practice
Research
Communications
Current Opportunity:
CPAC schools and networks of schools who are engaged in (or want to develop) capstone projects / portfolios for graduation will:
Collaborate for learning and sharing
Document and research learnings and growth
Contribute to state and district policy discussions

16. Policy
Contribute to state-level policy conversations about how high- quality graduation performance assessments can serve as viable alternatives to standardized tests.
Influence more districts to adopt local graduation policies that require students to successfully complete a performance assessment for graduation.
Shift higher education admissions policies away from traditional test measures and toward the inclusion of performance assessments that provide a more holistic view of students’ mastery of critical skills and their potential for postsecondary success.

17. Practice Convenings focused on problems of practice Webinars
Workshops
Student panels
Classroom visits
Observation of defenses
Webinars
Newsletters
Site visits
Practitioner steering committee

18. Four profiles completed – more to come.
Research
Four profiles completed – more to come.

19. Communications
CPAC Webpage
Blogs
Articles
Videos

20. Check out our webpage!
learningpolicyinstitute.org/project/cpac

21. Visit ALP website www. assessmentforlearningproject
Visit ALP website Read first ALP Milestone Report here  Contact us Roneeta Guha