Teacher Learning through Assessment



Providing teachers with effective professional-learning opportunities is imperative to ensuring students are prepared for new rigorous assessments aligned with the Common Core State Standards. Many high-performing nations have turned to teacher scoring of formative assessments as a way to support and improve teacher learning. The act of scoring provides teachers with the chance to collaborate on defining a measure of ambitious student learning, which in turn gives teachers the tools to improve their own instruction.

Please join the Center for American Progress for a discussion about how performance assessments present an opportunity to improve teaching and learning with the release of Linda Darling-Hammond and Beverly Falk’s paper, “Teacher Learning Through Assessment: How Student-Performance Assessments Can Support Teacher Learning.” This report includes several recommendations for ensuring performance-assessments help teachers develop the knowledge and skills necessary to improve student learning.

Introduction:
Cynthia G. Brown, Vice President for Education Policy, Center for American Progress

Featured Speakers:
Commissioner Virginia Barry, New Hampshire Commissioner of Education, New Hampshire Department of Education
Linda Darling-Hammond, Professor, Stanford University Graduate School of Education
Priti Johari, Redesign Administrator, Chelsea High School, MA
Brent McKim, President, Jefferson County Teachers Association, KY

Moderator:
Jenny DeMonte, Associate Director for Education Research, Center for American Progress

Location

Center for American Progress, 1333 H St. NW, 10th Floor, Washington, DC , 20005

Additional information

A light breakfast will be served at 8:30 a.m.