Leadership Public Schools

How might assessment help make each student’s learning the collective responsibility of the class?

Leadership Public Schools (LPS), a network of four charter high schools in in Oakland, California, has developed a “collective feedback” system that brings together self assessment, goal setting, reflection, and feedback from peers and teachers. This process is designed to help students build a clear understanding of where they are in their learning and what next steps will help them reach mastery of learning targets. Goal setting, monitoring progress toward goals, and acting upon feedback are essential elements of student agency. As the LPS team has piloted the Collective Feedback Tool, they have focused on cultivating positive student mindsets and identities. This involves intensive professional learning on what LPS calls “identity safe formative assessment” to create a more equitable learning environment. Leadership Public Schools has found that giving and receiving rich, actionable feedback is not enough - students must also feel safe, respected and valued in order to use this feedback to move their learning forward.

• LPS Equity Working Definition
• Meaning-Making and Belonging: Key Pillars of Formative Assessment
• Excerpt from Identity Safety as an Antidote for Stereotype Threat (chapter 11)
• LPS Solidarity Council

Presentations of Learning

Blogs

• 6 Ways to Make Collective Feedback Work (EdWeek, 11/7/2017)

Slide Decks

• Peer Feedback Tool: Enhancing Student Ownership & Depth of Learning (iNACOL 2017)

Publications

• The Learning Accelerator: Self Grading & Peer Grading

Student Voices

Presentation of Learning