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.
Cynthia G. Brown, Vice President for Education Policy, Center for American Progress
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
Jenny DeMonte, Associate Director for Education Research, Center for American Progress