Carla Evans is actively engaged with projects that support districts and states in designing and implementing assessment and accountability reforms. She has been intricately involved in New Hampshire’s Performance Assessment of Competency Education (PACE) initiative with a focus on the technical quality and evaluation of that pilot program.
Educational Assessment 21st Century skills Performance Assessment Collaboration Assessment
Carla Evans June 18, 2020
This is the second in a series of seven posts on instructing and assessing 21st Century skills. This post focuses on collaboration, one of the four critical 21st Century skills addressed in the series.
Educational Assessment 21st Century skills Performance Assessment Assessment
Overview of a seven-part series on research and best practices related to instruction and assessment of 21st Century skills
Carla Evans Jeri Thompson Chris Brandt June 11, 2020
This is the first in a series of seven weekly posts on instructing and assessing 21st Century skills. This post provides background on 21st Century skills, the Center’s recent work in that area, and an overview of the set of seven posts.
School Disruption Classroom Assessment Balanced Assessment Systems Assessment Systems COVID-19 Response Assessment
How Educators Should Address Achievement Gaps Exacerbated by the COVID-19 Pandemic
Carla Evans May 12, 2020
Since school closures and remote learning became the norm, I have received emails from school and district leaders relevant to COVID-19 achievement gaps asking some variation of this question:
Part 3: Getting Clear about Best Practices--Competency-based Grading Done Right
Carla Evans July 17, 2019
This post is the last in my three-part series on competency-based grading. In Part 1, I describe the key similarities and differences between traditional, standards-based, and competency-based grading practices.
Competency-based Assessment Accountability
Part 2: Getting Beyond the Hype--Potential Problems with Competency-Based Grading
Carla Evans July 2, 2019
This post is Part 2 of a three-part series on competency-based grading. Part 1 described the key similarities and differences between traditional, standards-based, and competency-based grading practices.
Education Policy Competency-based Assessment
Part 1: Getting Clear about Definitions--Similarities and Differences Among Traditional-, Standards-Based, and Competency-Based Grading Practices
Carla Evans July 2, 2019
This is the first in a three-part series on competency-based grading. I was motivated to write this series because of recent conversations about competency-based grading within my children’s school district. I’ve noticed confusion about terms, misinformation, propaganda, and a general lack of high-quality resources on the subject. My goal for this series is to help guide honest and transparent conversations about key issues and best practices by:
Lessons Learned and Recommendations for Next Steps
Carla M. Evans December 18, 2018
The Maine legislature passed a proficiency-based (also known elsewhere as competency-based or mastery-based) graduation requirement in 2012, which was recently repealed before it was implemented.
The repeal prompts us to ask several questions: What went wrong with Maine’s proficiency-based diploma initiative that prompted its repeal? What lessons can be learned to help other states implementing similar policies or pursuing similar initiatives? What can help mitigate some of the concerns that led to the repeal?
Assessment Literacy Assessment
Carla Evans November 1, 2018
Bill Belichick is a famous football coach known for his dry humor and non-answer answers to questions from the media. Coach Belichick holds many coaching records; including a record five Super Bowls as a head coach. One of his more famous quotes is “Do your job” and a big part of his success as a coach is preparing players to do their job well. You might not think Coach Belichick has a lot to offer in a discussion about assessment literacy, but I disagree.
