The Center for Collaborative Education (CCE) in partnership with the Center for Teaching Quality, the Rhode Island Department of Education (RIDE), and a consortium of 10 Rhode Island schools, is pleased to announce a $205,000 grant to launch the Performance Assessment for Learning Micro-Credential Project. The award is part of a $2 million Assessment for Learning initiative to catalyze new roles and strategies for promoting deeper learning outcomes for students.
Over the next year, the Performance Assessment for Learning Micro-Credential system, an innovative, scalable, and sustainable model for building educator and leadership capacity in the design and implementation of performance assessments systems, will be piloted and developed. This work will be completed in collaboration with a small group of Rhode Island practitioners.
The micro-credentials are grouped into “stacks” of related competencies, allowing educators to build personalized learning portfolios that signal knowledge and skills within all aspects of performance assessment providing an alternative to traditional professional development seat time.
The three micro-credential stacks will include the following:
- Performance Assessment Design, Validity, and Reliability. Competencies: designing of performance tasks; ensuring technical quality through validity and reliability; analyzing student work; and scoring calibration;
- Embedding, Instructing, and Assessing Habits and Dispositions. Competencies: embedding essential skills, dispositions, and habits in curriculum, instruction, and performance tasks; assessing and providing student feedback on these skills/habits; and creating performance tasks that engage students and create ownership in their own learning; and,
- Building and Leading a Performance Assessment Learning Community. Competencies: modeling processes for educator collaboration and leadership learning; facilitating protocols in professional learning communities, particularly those used in the design, validation, and calibration of performance tasks; and advocating for supportive performance assessment policies and systems at the school and district levels.
CCE and CTQ will provide coaching and technical assistance to support participants in targeted areas of performance assessment literacy. Additionally, CTQ will create a virtual space for participants to share and learn from one another in attaining their micro-credentials and building school-wide performance assessment capacity. A culminating event open to all RI educators—the Performance Assessment for Learning Institute—will feature the work of this pilot group of micro-credentialed educators and provide an opportunity for others to plan their micro-credential pathway.
“With the recent passage of the Every Student Succeeds Act, we have the opportunity to assemble powerful measures of deeper learning outcomes—but only if we have teacher leaders leading student assessment reforms,” Barnett Berry, CEO of CTQ, said. “We are thrilled to be working with CCE on this path-breaking effort to build the 21st century accountability system students and their families and communities need and deserve.”