The educator facilitates protocols and conversations with educators, focusing on validity, reliability, analysis of student work, and task tuning.
The Leading a Performance Assessment Learning Community for Learning stack is designed so that, if all three credentials are taken together, they will become more than the sum of their parts. Each micro-credential is intended to be able to stand on its own; however, the ideas and activities of each of these credentials support and expand on the others, allowing a fuller appreciation of performance assessment and the value it brings to an educational system. Even more value will be gained by engaging in all three Performance Assessment for Learning stacks together.
Professional Learning Communities (PLC) are an essential component in building a culture of performance assessment. Teacher Leaders need to facilitate groups using protocols to support their colleagues and drive change in their schools/district.
The purpose of this task is to provide practice and experience for the learner in a diverse set of PLC experiences, allowing the learner to meaningfully demonstrate capacity and to reflect upon that experience.
For this micro-credential, all work takes place within a PLC that is working on performance assessment. The earner is required to facilitate at least three discussions with his/her PLC, with each discussion focused on a different aspect of performance assessment (e.g., PA design, PA validation, calibration, anchor paper setting, etc.) and one of them focused on the “Vision of the Graduate” (see Resources). Examine the QPA Tools and Protocols (see Resources) and the National School Reform Faculty Protocols (see Resources). Within your PLC, choose from those.
To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Got it” for Part 2.
(200-word limit for each response)
To earn the micro-credential for Building a Performance Assessment Learning Community, the educator must submit the following:
Write a reflective essay (1,000-word limit) OR record a five- to ten-minute video or audio addressing the following topics (be sure to use specifics that illustrate why you come to the conclusions you do):
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