We believe assessment for learning is more than classroom practice. Assessment approaches are deeply entangled with accountability, school ratings, and teacher evaluations. As a result, to create student-centered systems of assessment and to scale assessment for learning with quality, we must influence the systems that shape school and classroom conditions.
In the second phase of ALP, we have identified four broad themes for driving systems change.
Systems Change Theme: Aligning around state policy opportunities
Several of the states where ALP projects are based have policy environments that enable assessment for learning practices. The Phase Two projects in these states are focusing on deepening alignment and collaboration across multiple levels of the system to make transformative changes in learning and teaching.
Systems Change Theme: Embedding blended professional learning in school/district/state systems
Our learning agenda includes the question: How can educators build capacity to gather, interpret, and use evidence of student learning to enhance instruction? Several grantees are proposing blended models for scaling impact that a) codify Phase One innovations in online learning assets that can be easily scaled, and b) partner with schools and districts to embed these virtual assets in school or district professional learning structures to support quality implementation.
Systems Change Theme: Deepening & activating networks
Several of the Phase One ALP projects entailed launching multi-district networks focused on scaling up assessment for learning projects. Where these networks were relatively new (Virginia, California), the Phase One projects invested deeply in building network “infrastructure” - the set of shared goals, agreements, processes, and relationships that will make collective impact possible. In Phase Two, these projects are investing in accelerating the change while also ensuring it has deep-seated support and ownership. In several cases, new open education resources are being created to support this acceleration.
Systems Change Theme: Post-secondary coherence
Several grantees are interested in improving coherence between high schools and the post-secondary world. While the Common Core sends strong signals to schools about certain dimensions of readiness, many crucial elements of readiness are not directly assessed or even made explicit. The root cause of this is (at least) two-fold: 1) Measurement of competencies beyond academic standards can be difficult, and 2) Some of these competencies (or at least the language used to establish common understandings of the competencies) vary depending on factors like regional industries and local cultural contexts. Several projects are interested in establishing mechanisms to send clearer, more direct, and more responsive signals to high schools about what true readiness entails.