3. Assessment of Engaged Learning
Performance-Based. Students construct
knowledge and create artifacts to represent their learning. Ideally, students
also are involved in generating performance criteria and are instrumental
in the overall design, evaluation, and reporting of their assessment.
Generative. The overriding purpose
of assessment is to improve learning. To that end, assessment should closely
match the goals of the curriculum; represent significant knowledge and
enduring skills, content, and themes; and provide authentic contexts for
performance. The performance criteria should be clear, well articulated,
and part of the students' learning experience prior to assessment. Indeed,
developing standards of excellence for learning and thinking is an important
part of learning.
Interwoven with Curriculum and Instruction.
Assessment should include all meaningful aspects of performance. It should
encompass the evaluation of individual as well as group efforts; self-,
peer, and teacher assessments; attitudes and thinking processes; drafts
or artifacts of developing products as well as final products; open-ended
as well as structured tasks; and tasks that emphasize connections, communication,
and real-world applications. Multiple measures (e.g., surveys, inventories,
journals, illustrations, oral presentations, demonstrations, models, portfolios,
and other artifacts of learning) are needed to assess "big ideas" and complex
learning outcomes over time.
Equitable Standards. Parents and students
should be familiar with the standards that apply to all students and be
able to evaluate the performance of an individual or group using those