What does authentic assessment look like in practice, and how does it differ from traditional assessment? What are the benefits — and challenges — of authentic assessment on teaching and learning?
During the months of November and December, members of the CTQ Collaboratory will explore the implications of authentic assessment. Building from their own experiences, classroom experts and school leaders will explore the risks and rewards of authentic assessments from a variety of perspectives.
The roundtable discussion will be led by teacher leaders Rob Kriete of Florida and Tricia Ebner of Ohio. Rob and Tricia, educators with a combined total of 49 years in the classroom, have used a variety of assessments, including authentic assessment, throughout their careers.
Please share your thoughts and experiences by commenting on these blog posts, joining the conversation in the CTQ Collaboratory, and inviting people to join the discussion on social media with #CTQCollab. Follow CTQ on Facebook and Twitter to see when each new blog is posted.
- Jennifer Barnett: Meet Rob Kriete and Tricia Ebner: Blogging leads for the authentic assessment roundtable discussion
- Ashli Breit & Cheryl Bledsoe: Authentic assessment in today's classrooms: Two teachers' perspectives
- Lisa Melmed: Earning Micro-credentials: Reflecting on Authentic Assessment
Check out these resources to learn more about authentic assessment, policy options, and building systems for strong performance assessment:
- Barnett Berry: Teacher perspectives on teacher shortages: A view from the CTQ Collaboratory
- Barnett Berry: Teacher Leadership: Revolutionizing public education from the inside-out
- Dan French and Barentt Berry: Teachers, Micro-credentials, and the Performance Assessment Movement
- VUE, Anneberg Institute for School Reform: Performance Assessment: Fostering the Learning of Teachers and Students
- Barnett Berry: Transforming professional learning: Why teachers’ learning must be individualized—and how
- Barnett Berry: Micro-credentials: Ushering in teacher-driven performance assessment in the age of ESSA