This brief looks at the ways in which Linked Learning both connects with and can facilitate the implementation of the Common Core State Standards.
In this Education Week article Linda Darling-Hammond writes that value-added models are poor tools for evaulating teacher effectiveness and improving student achivement and mentions some effective alternatives.
In this Sac Bee op-ed, Linda Darling-Hammond commends Gov. Jerry Brown's call for less testing and more focus on meaningful learning as a welcome breath of sanity in the American education landscape.
Darling-Hammond describes what a student assessment system could look like if built from current research principles and best practices found around the world.
Linda Darling-Hammond discusses international practices of performance-based assessment and how these practices compare with American assessments.
Erik Rice identifies three strategic practices schools, districts, and communities can use to help prepare students for college and career success in the 21st century.
Pointing to high-achieving nations like Finland and Korea, Linda Darling-Hammond argues that increased testing is the wrong approach to improving education in the United States.
Linda Darling-Hammond addresses the challenges of assessing teachers by testing students as part of a New York Times discussion forum.
This project documents how the success of some California schools in closing the achievement gap can inform state policy.
This project examines large-scale performance assessment in the United States and abroad, including technical advances, feasibility issues, and policy implications.
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