As part of the Assessment for Learning May 2024 convening in Oakland, California, we had site visits to two schools (Envision Academy and ARISE High School) to observe student defenses of learning. Visiting Envision Academy was an enriching experience, offering several highlights that showcased the schools' dedication to student-centered learning. At Envision, I was particularly impressed by the students' preparation for their presentations. It was evident that the teachers had a deep investment in their students' success, fostering an environment where learning was valued based on the students' own interests and needs. I appreciated the emphasis on pushing for excellence rather than merely aiming for passing grades, as it showed that there was a commitment to rigor and the capability of students.
The performance-based assessments revealed a great deal about the students' abilities and areas for growth. The students were confident, engaged, and brought their unique personalities to their presentations. However, some students faced challenges in critically aligning their evidence with their analysis of learning. One project that stood out to me was a student's comparison of his basketball skills to collectivism, using an offensive play to illustrate the connection. This presentation was not only enlightening but also taught me something new about basketball, which I didn’t think was possible.
The broader implications of performance-based learning and defense of learning projects are significant. They highlight the importance of centering community values and reinforce that learning is a process and an experience, rather than an end product. Reflective practices foster self-awareness, which in turn promotes growth. For other schools and educators looking to implement similar practices, the Envision Learning Partners Culminating Performance Assessment Quality Criteria tool can be a valuable starting point.
Download a PDF of the full CPA tool below:
I used it to design and evaluate a summer school project for my daughter, ensuring she was at the center of the learning experience. This approach can help educators create a more engaging and effective learning environment for their students, by focusing on strengths and areas of growth in their performance assessment systems. By using the tool, educators can zoom in on alignment with graduate profiles, the use of data in the system, and developing systems that are embedded in community .
Storyteller
Logan “Mac” McWilliams
Educational Services Consultant
Logan 'Mac’ McWilliams is an Educational Services Consultant with CORE and a Ph.D. student at UC Irvine in the School of Education. Logan holds a B.S. in Psychology (Child Development) and a M.Ed. in Instruction and Curricular Design. All that matters to Mac is black kids reading! Backed by scores of research and a deep belief in the inherent brilliance of black children, Mac's interests include: black excellence pedagogy, African American literary societies, AAE informed literacy instruction, black schooling and learning practices, and shifting the narrative on who gets to identify as a reader in this country. To promote this shift, Mac has launched several initiatives after leaving the classroom in 2020, such as opening a homeschool for black students, virtual tutoring, and designing curricular materials for families and school districts. Currently, Logan works in the Language Variation and Academic Success Lab (LVAS) at UCI under Dr. Julie Washington. In her free time, Mac enjoys reading, crafting, and listening to the ‘Big Mad, True Crime’ podcast with her wife, daughter, and two dogs.
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