Innovative Assessment
Innovative Assessment
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As defined by the Kentucky United We Learn Council, Encouraging Innovation in our schools means addressing the challenge to find better approaches to both teaching and assessments. We know the best organizations are those that are constantly evolving, improving, experimenting and sharing best practices -and this is especially true in education. Teachers must feel safe trying new things, which fosters a culture of innovation as part of everyday practices. Students will be encouraged to answer questions such as “How can I solve this problem?” and “Is there a better way?”
As defined by the Kentucky United We Learn Council, Encouraging Innovation in our schools means addressing the challenge to find better approaches to both teaching and assessments. We know the best organizations are those that are constantly evolving, improving, experimenting and sharing best practices -and this is especially true in education. Teachers must feel safe trying new things, which fosters a culture of innovation as part of everyday practices. Students will be encouraged to answer questions such as “How can I solve this problem?” and “Is there a better way?”
A "starting" district is working to
build a collective understanding of students as producers of work-products for assessment.
establish a shared staff commitment to prompt useful student feedback on student work products.
provide regular opportunities for students to exhibit their work to an authentic audience.
promote a collective staff understanding of the limitations of standardized assessment, particularly relative to Portrait of a Learner criteria.
A "spreading" district is working to
hold student-led parent-teacher conferences.
conduct student interviews and uses the data as a formal assessment tool.
have students create and defend a portfolio of their work at given checkpoints and/or grade levels.
establish performance outcomes at each level.
implement student rubrics for each level/outcome.
use performance tasks as a part of the assessment model.
A "sustaining" district is working to
employ a standards based grading and reporting model which incorporates the criteria in the profile of a learner.
hold students to a mastery-based expectation model requiring demonstrated mastery or proficiency to progress forward.
evaluate its assessment system on a bi-yearly basis and makes necessary adjustments for improvement.
hold students to a mastery-based expectation model requiring demonstrated mastery or proficiency to progress forward.
Supports We Offer:
Supports We Offer:
For "starting" districts, we offer support with
For "starting" districts, we offer support with
Student-Centered Learning.
timely and meaningful feedback.
peer to peer feedback.
standardized assessment vs Portrait of a Learner assessment.
exhibit development.
For "spreading" districts, we offer support with
For "spreading" districts, we offer support with
student-led conferencing.
best assessment practices in the classroom.
assessing the competencies in your Portrait of a Learner.
exhibit/defense framework.
developing and using performance outcomes at each grade level.
developing student rubrics for portrait competencies.
generating performance tasks for accountability.
For "sustaining" districts, we offer support with
For "sustaining" districts, we offer support with
standards-based grading, mastery learning, and accountability.
assessment systems evaluation framework.
Additional Supports Offered
Additional Supports Offered
Reach out to connect with the Regional Innovation Specialist in your area for support.
Reach out to connect with the Regional Innovation Specialist in your area for support.
See the map and contacts at the bottom of the "Connect with Us" page for RIS Team members by region and email addresses.
See the map and contacts at the bottom of the "Connect with Us" page for RIS Team members by region and email addresses.
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