In an age of over-testing and misguided dependence on standardized scores as the primary
gauge of academic proficiency, our teaching roots call us back to more authentic assessments, which begin with authentic learning.
Not exact matches
In reference to Secretary
of Education Betsy DeVos» confirmation hearing, during which she responded to a question about the choice between using student
proficiency or
academic growth to
gauge school progress, CORE Districts Executive Director Rick Miller writes an op - ed for EdSource in support
of measuring both.
Miller describes the CORE Districts» approach to
gauging student progress as the «Power
of Two» — tracking
proficiency with the percentage
of students meeting standards and measuring
academic growth by looking at student - level progress from year to year.