This memo, which is the eighth and final one in the series of Field Facing Memos, describes a virtual learning excursion: the HĀ unSummit. When COVID-19 prevented travel to Hawaii last April, the HĀ unSummit was created. Members of the Assessment for Learning (ALP) network were invited to attend a virtual learning excursion to explore and deepen their individual and collective understanding of Hawaii’s HĀ (BREADTH) Framework. Facilitated by Kau’i Sang, Cheryl Ka’uhane Lupenui, Sara Lench, and Tony Siddall, the unSummit was designed so participants could explore the intersections and interconnections of place, community, and learning practices.
This memo describes and tries to capture the spirit of the unSummit experience. In it you will read about the design of the virtual learning excursion that unfolded over a series of successive meetings, listen in on some unSummit activities, such as the Pule Hāloa chant, and discover ways in which participants experienced this virtual learning that they said was transformative and a call to action.
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. If assessment is to become a lever for improving individual students’ opportunities and capacities to learn, then assessment must also become a lever for achieving more equitable education outcomes because it is not possible to achieve excellence without equity.
A new book, Global Education Reform: How Privatization and Public Investment Influence Education Outcomes, provides a powerful analysis of these different ends of an ideological spectrum – from market-based experiments to strong state investments in public education.