Advancing Equity in Classrooms, Schools and Districts through Assessment for Learning Practices

About | Registration | Presenters | Related Reports

ABOUT THE WEBINAR

Developing assessment practices that lead to equitable opportunities for learning requires shedding certain entrenched ways of doing things. Teachers need to establish classrooms where students feel they belong and create opportunities for students to examine their work for evidence of learning toward a goal. This session features ways teachers, schools, and districts (re-)structured feedback processes to be alert to issues of equity, privilege, and status and to support meaningful learning. We will also talk about assessment for learning practices in the time of COVID.

Learning Outcomes:

1. Learn about classroom practices that help students and adults feel valued and their identities affirmed
2. Learn routines and feedback practices that help students and adults set meaningful learning goals for themselves and then work toward achieving them
3. Learn under what conditions institutional structures can connect educators in different roles to learn together

REGISTRATION

Registration is free. Register here.

PRESENTERS

• Ann Jaquith, Stanford Center for Opportunity Policy in Education (SCOPE)
• Alec Barron, Escondido Union High School District
• Pam Betten, Sunnyside Unified School District
• Trish Liguori, Leadership Public Schools

RELATED REPORTS

The Assessment for Learning Project (ALP) is a multi-year grant program and field-building initiative designed to fundamentally rethink the roles that assessment can and should play to advance student learning and improve K-12 education in the United States. To facilitate the initiative's aims of professional capacity development, ALP wrote a series of field-facing memos examining the various ways in which the Assessment for Learning Project grantees are using, adapting, and creating assessment practices oriented to learning. These memos are:

• Rethinking Students' Role in Assessment to Promote Greater Equity
• Co-Design as a Lever for Increasing Student Agency
• Developing A School Culture of Meaningful Feedback Deepens Everyone’s Learning
• Virginia’s Student-Led Assessment Networked Improvement Community
• Creating Identity-Safe Spaces So Feedback Can Educate and Motivate Learners
• A Systems Approach to Creating an Ecology of Equity in a High-Poverty School District