This tool defines seven engagement dimensions such as collaboration and self-assessment. It provides suggestions and examples for incorporating each dimension into assessment tasks. For each dimension, the tool provides questions to consider and appended performance tasks as examples
This tool provides specific guidelines for incorporating Engagement Dimensions and the required Task Features into performance tasks to support students’ ability to create meaning and cognitively invest in the task. Engaging tasks generally incorporate at lease three Engagement Dimensions and must include both Task Features: Clear Purpose and Clear Expectations
This three-part toolkit is designed to be an aid for creating performance tasks that are engaging to all students of diverse backgrounds.
The review tool allows reviewers and evaluators to review tasks to ensure that they are created with engagement in mind for all students. In addition to scoring Engagement Dimensions and Task Features, the tool provides guidelines for evaluation and prompts for suggested modifications
Engaging students in meaningful applications of their knowledge is a key aspect of both addressing the standards and providing greater access. Not only do the standards emphasize the importance of meaningful engagement in real-world tasks, but evidence shows that engagement is strongly related to student performance on assessment tasks, especially for students who have been typically less advantaged in school settings.
Research on student motivation and performance on mathematical tasks relevant to the Common Core State Standards for Mathematics.
This literature review focuses on promoting positive outcomes of student technology use and digital learning experiences.
These case studies examine what the Bank Street developmental-interaction approach looks like in practice.
This series examines a developmental-interaction approach that places learning at the fore of the teacher’s consciousness.
This report examines options available to states for redefining their accountability systems as they begin to implement the Every Student Succeeds Act (ESSA).
Cook-Harvey and Stosich document the progress made by the 51st State Working Group in transforming accountability systems.
The Learning Policy Institute (LPI) and the Stanford Center for Opportunity Policy in Education (SCOPE) introduce two documents to help California schools best utilize professional learning money to support learning around the newly adopted state academic standards.
Research literature finds that community school models offering various agreed-upon features provide an excellent social return on investment and significant promise for providing opportunities for learning and promoting well-being in students and communities.
This report details specific practices and student outcomes of a Waldorf-inspired approach at a public K-8 school of choice in Sacramento.
This guide depicts collaborative learning in schools and is designed to be a resource to help educators strengthen the quality of collaboration.
Developing and leading collaborative communities of practice within schools, where learning genuinely occurs, can be difficult and uncertain work. This tool provides offers a map and guidelines to guide school teams in this challenging work as they forge, grow and sustain the conditions that can support continuous learning for instructional improvement.
This report calls for fundamental changes in curriculum, assessment, and policy to ensure equity among students regardless of socioeconomic status.
Adamson, Cook-Harvey, and Darling-Hammond examine the experiences of students and families managing their way through a portfolio of charter schools in New Orleans.