Mapping the Gaps on Assessment
This report from the Frameworks Institute’s Core Story of Education Project outlines comparative results from a series of parallel interviews with experts and members of the public. The results show major gaps between how these two populations understand and think about student assessment. Source Organization: FrameWorks Institute VISIT THE RESOURCE
Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century
This report describes the important set of key skills that today’s students need to increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. Source Organization: The National Academies Press Visit the Resource
The Art and Science of Designing Competencies
This brief details what makes a “good” competency and how education leaders and reformers can begin thinking about, designing, and implementing competency-based education. Source Organization: competency Works VISIT THE RESOURCE
Mapping the Gap on Skills and Learning
This report from the FrameWorks Institute’s Core Story of Education Project outlines comparative results from a series of parallel interviews with experts and members of the public. The results show major gaps between how these two populations understand and think about students’ skills and learning. Source Organization: FrameWorks Institute VISIT THE RESOURCE
Student-Centered Schools: Closing the Opportunity Gap Research Brief
Student-Centered Schools: Closing the Opportunity Gap documents the practices and outcomes of four urban high schools that, through student-centered approaches, are preparing their students for success in college, career, and life by providing them with the building blocks of knowledge and skills they will need as adults. Source Organization: SCOPE VISIT THE RESOURCE
Quality Performance Assessment: Harnessing the Power of Teacher and Student Learning
Standardized testing is just one form of assessment available to districts and schools. To generate a robust portrait of students’ achievement, policymakers and educators should consider quality performance assessments that measure mastery rather than memorization. This 2012 report offers a definition for performance assessment and details examples of schools using these systems. The authors provide… Read More ›
Talking About Skills and Learning: A Frameworks Message Memo for the Core Story of Education Project
The first in a series of interpretive reports to emerge from the FrameWorks Institute’s Core Story of Education Project, this report outlines obstacles that prevent education reformers from engaging in meaningful public discussions about improving students’ skills development. Source Organization: FrameWorks Institute VISIT THE RESOURCE
Cracking the Code: Synchronizing Policy and Practice for Performance-Based Learning
This 2011 report offers recommendations for education leaders and state policymakers operating within time and resource restrictions to work toward competency-based models of learning. Time and resources shouldn’t prohibit states from implementing student-centered, performance-based learning policies. Source Organization: iNACOL Visit the Resource
It’s Not a Matter of Time: Highlights from the 2011 Competency-Based Learning Summit
This paper summarizes the topics discussed at the March 2011 Competency-Based Learning Summit, including learning time, the work of successful schools and districts, and tough issues such as accountability, equity and assessment. At the summit, education leaders and innovators met to share knowledge and research related to competency-based learning. Source Organization: Aurora Institute Visit the… Read More ›
Leadership in Action: What are Real-World Learning Experiences?
This issue brief from the New England Secondary School Consortium’s Leadership in Action series explains that in today’s world, relevance, usefulness, and real-world application need to inform every dimension of the high school experience. Source Organization: New England Secondary School Consortium (NESSC) Visit the Resource
Leadership in Action: What is a Proficiency-Based Diploma?
This issue brief from the New England Secondary School Consortium’s Leadership in Action series outlines a need that in today’s world, a high school diploma has to mean something. To make sure that every high school diploma certifies strong preparation for college, work, and life, the old system needs to change. Source Organization: New England Secondary… Read More ›
When Success is the Only Option: Designing Competency-Based Pathways for Next Generation Learning
Competency-based policy is often described simply as flexibility in awarding credit, or an alternative to the Carnegie unit. However, this does not capture the depth of transformation of a system shifting from a time-based system to a learning-based system. This report explores the driving forces behind competency-based innovations and implementation issues, and highlights a number… Read More ›