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Carla Evans

Educational Assessment 21st Century skills Performance Assessment Classroom Assessment Use of Assessment Results Assessment

Instructing & Assessing 21st Century Skills: Guidance for Educators

Best Practices Related to Classroom Assessment Design and Grading & Reporting for 21st Century Skills

This is the final post in a series of seven posts on instructing and assessing 21st Century skills. This post focuses on best practices related to classroom assessment design, grading, and reporting the 21st Century skills described in this series.

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Educational Assessment 21st Century skills Performance Assessment Educational Measurement Assessment

Instructing & Assessing 21st Century Skills: Key Measurement & Assessment Considerations

This is the sixth in a series of seven posts on instructing and assessing 21st Century skills. This post focuses on measurement and assessment challenges that must be overcome in the instruction and assessment of the 21st Century skills described in this series.

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Educational Assessment 21st Century skills Performance Assessment Critical Thinking Assessment

Instructing & Assessing 21st Century Skills: A Focus on Critical Thinking

This is the fifth in a series of seven posts on instructing and assessing 21st Century skills. This post focuses on critical thinking, one of the four critical 21st Century skills addressed in the series.

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Educational Assessment 21st Century skills Performance Assessment Collaboration Assessment

Instructing & Assessing 21st Century Skills: A Focus on Collaboration

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.

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Educational Assessment 21st Century skills Performance Assessment Assessment

Instructing & Assessing 21st Century Skills

Overview of a seven-part series on research and best practices related to instruction and assessment of 21st Century skills

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.

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School Disruption Classroom Assessment Balanced Assessment Systems Assessment Systems COVID-19 Response Assessment

Stop Searching for the Holy Grail: Responding to COVID-19 Achievement Gaps

How Educators Should Address Achievement Gaps Exacerbated by the COVID-19 Pandemic

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:

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What Do I Need to Know About Competency-Based Grading?

Part 3: Getting Clear about Best Practices--Competency-based Grading Done Right

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.

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Competency-based Assessment Accountability

What Do I Need to Know About Competency-Based Grading?

Part 2: Getting Beyond the Hype--Potential Problems with Competency-Based Grading

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. 

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Education Policy Competency-based Assessment

What Do I Need to Know About Competency-Based Grading?

Part 1: Getting Clear about Definitions--Similarities and Differences Among Traditional-, Standards-Based, and Competency-Based Grading Practices

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: 

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A Post-Mortem on Maine’s Proficiency-Based Graduation Requirement

Lessons Learned and Recommendations for Next Steps

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?

 

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