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2 | Body of Practice | Session Title | Description | Slides | Resource | Resource | Speakers | Organization(s) | Tags |
3 | Exhibitions & Defenses of Learning | It’s Their Conference! Why and how to have students lead their own conferences | Have you ever wondered what it would be like to watch your students lead their own conference? To witness the power of them standing up and defend their learning journey? Well, here is your chance to find out what that feels like! Join Victoria Albaracin, Robin Souza, and Jess Kunz on a 90 minute journey that will take you deep into the process of prototyping a plan for shifting the conferences from teachers to students. You will experience a clear, hands on, non-prescriptive process that will help you come up with a plan to implement student led conferences. | Presentation | Blog: Student-Led Conferences, a Key Structure for Student Agency | Excerpt from Leaders of Their Own Learning: Student-Led Conferences | Victoria Goh; Jess Kunz; Robin Souza | ASCEND School | Student-led,Exhibitions & Defenses |
4 | Exhibitions & Defenses of Learning | It’s Elementary, My Dear!: Exhibition at the Elementary Level | When students share their learning with public audiences there is the potential for a transformative experience. Exhibition at all ages meaningfully engages and assesses learning. Participants will engage with a menu of possibilities for exhibitions, build off an aspiration and leave with a design plan to bring back and apply. Sharing your learning is a powerful way to build equity, engagement and real world learning with students. Exhibitions require students demonstrate deeper learning skills of effective communication, collaboration, and content mastery. During this workshop participants will share tools for exhibitions and create mini exhibitions of learning. | Presentation | Exhibition Menu Cards | Morgan Vien | Envision Learning Partners | Exhibitions & Defenses | |
5 | Exhibitions & Defenses of Learning | Designed to Thrive: Creating Culminating Assessments Where ALL Students Thrive | This session asks, “What kind of culminating exhibition experience would we create to ensure that learners, especially those farthest from opportunity, thrive when we operationalize our current vision/profile of a graduate?” In various groups, participants will explore different types of exhibitions (student-led conferences, capstones, portfolio defenses, etc.) and design a prototype of a culminating exhibition that provides evidence of student learning/thinking of essential competencies. The session concludes with participants testing/delivering an exhibition from the perspective a marginalized student your system serves, and reflecting on the changes needed to ensure that ALL students thrive in their PA system. | Presentation | Agenda & Compilation of Resources | Abby Benedetto; Alcine Mumby | Envision Learning Partners | Enacting Equity,Exhibitions & Defenses | |
6 | Exhibitions & Defenses of Learning | Show Don’t Tell: How to design capstone experiences that embody your learning outcomes | The ultimate aim of an assessment system is to make your graduate profile poster unnecessary; instead, it's plainly visible in the work that students are producing. A capstone experience is a powerful way to do this. In this session, learn from schools that are using capstones to deliver on the promises they make to their students, and practice designing such a system for your learning community. | Presentation | Blog: Slowing Down Student Research to Encourage Critical Thinking | Nancy Le; Justin Wells; Camrin Fredrick; Jennifer Nikopoulos; Young Whan Choi | Los Angeles Unified School District, Envision Learning Partners, Oakland Unified School District, Linked Learning | Grad Portraits,Exhibitions & Defenses | |
7 | Exhibitions & Defenses of Learning | Let Us Count the Ways: Creatively Tackling the Logistics of Portfolio Defense | Do you see the potential that lies in every student being expected to publicly present their learning? Do you have a lot of questions when it comes to making it happen, and in particular scaling up this model in a large school or district? The logistical side of it all can boggle the mind.If this is you, come get unboggled! Bring your logistical questions on the HOW of defenses of learning, and get some concrete solutions as well as guiding principles to apply to your own context. The session will focus on two case studies, and three speakers engaging with participant-generated questions. | LAUSD Linked Learning Portfolio & Defense Microsite | Nancy Le; Suzanne Malek; MaryAnn Suhl | Los Angeles Unified School District, Envision Learning Partners, Dallas Independent School District | Grad Portraits,Exhibitions & Defenses | ||
8 | Exhibitions & Defenses of Learning | Exhibitions 101: How to take any project or performance task to a higher level with authentic audience | Participants will connect with the ancient idea of a Rite of Passage, and investigate the application of that construct at one or more of three stations. They can explore Social and Emotional Learning, Envision Alumni Voices, and/or Adult Learning, looking for the presence and evaluating the value of Rites of Passage in each case study. Participants will then choose one of three products to capture their learning: Revise a project they have taught, map out high level project and authentic audience ideas, or reflect via writing or video on their learning. | Resource Site: Envision Learning Partners: Defending Learning | Suzanne Malek; Ruth Wei | Envision Learning Partners | Exhibitions & Defenses | ||
9 | Exhibitions & Defenses of Learning | Empowering Adults in the Same Way we Hope to Empower Youth, through Action Research | Youth have historically been one of the primary catalysts for taking action towards fundamental change in this world. At June Jordan School for Equity, a public, small school by design in Excelsior, San Francisco, Youth Participatory Action Research (YPAR) is the form of Performance Assessment and Exhibition that the school collectively engages in. In this session, to better understand the YPAR process, we will engage Teachers (and Educators) in a mini-TPAR of their own, a Teacher Participatory Action Research process. | Alvin Rosales; Gabe De La Cruz; Lauren Daus | June Jordan School for Equity | Professional Learning,Exhibitions & Defenses | |||
10 | Exhibitions & Defenses of Learning | Taking a Defense Process from Good to Great using Quality Criteria | In this session, participants will situate themselves inside of a transformative Defense/Exhibition of Learning in order to identify the quality criteria for high quality Defenses/Exhibitions, and the systems that support them. Working with a Quality Criteria tool and planning framework, participants will select a focus area(s) that they will explore. They will spend the majority of the session building and testing high-leverage structures, processes, and/or outcomes that will take their current iteration of student defenses to the next place of depth, authenticity, and transformation. | Presentation | Culminating Performance Assessment Quality Criteria | Performance Assessment System: Possible Implementation Timeline | Abby Benedetto | Envision Learning Partners | Grad Portraits,Exhibitions & Defenses |
11 | Exhibitions & Defenses of Learning | Where do We Go from Here? New Ways of Thinking in VA and Nationally about Evidence of Learning in Systems of Assessment | In this session, participants will explore a current project in progress by teachers in Virginia, the District of Columbia, and former students of Fairfax County Public Schools to study the impact of Capstone experiences on students’ lives after high school. We will consider how and whether student reflections and inputs can be a measure of performance task outcomes and what other data metrics might be valuable to identify and curate in order to transform assessment and instructional practices in and across systems. | Presentation | Legacy of Learning microsite: Graduates' Reflections on Their High School Learning | Legacy of Learning Slide Deck | Beth Blankenship; Katie Hovanec; Paul Leather; Gena Keller; Erich Heckel; Eliot Waxman; Sana Azem | Center for Innovation in Education, Oakton High School, Fairfax County Public Schools, District of Columbia Public Schools, | Systems Change,Grad Portraits,Exhibitions & Defenses |
12 | Exhibitions & Defenses of Learning | Students ARE the Stakeholders: The Virginia Network Improvement Community’s Approach to Student-Led Assessment | In order to best prepare students for the complex future that awaits, we need to rethink assessment! As a balanced assessment approach that includes assessments of content knowledge and 21st-century skills, Student-led Assessment engages students in processes that develops metacognition and provides student-centered learning experiences. Presenters will share their approach to enact Student-led Assessment across their districts with quality and equity, and offer practical entry points for getting started, and shifting systems to embrace these assessment practices. | Blog: 3 Ways Student Led Assessment Improves Learning in Virginia | Working Document: Student Led Assessment Toolkit from Virginia Student-Led Assessment NIC | Beth Blankenship; Shannon King | Fairfax County Public Schools, Battelle for Kids | Systems Change,Grad Portraits,Exhibitions & Defenses | |
13 | Formative Assessment | Identity Safe Formative Assessment: An Equity Superpower | Formative assessment in the words of an LPS student, means “that you can always grow and you have the opportunity to grow.” But when belonging or trust are low, formative assessment and feedback may be experienced as confirming a stereotype or attributing inferiority rather than supporting learning. LPS recognized educator equity consciousness and emotional resiliency as key competencies alongside technical formative assessment skills. They will share their learning journey to explore, understand and provide educators with integrated opportunities to grow across the three domains. They will share the Identity Safe Classrooms framework and how it has enriched and structured the work. | Leadership Public Schools Identity Safe Formative Assessment Planning Tool | Leadership Public Schools Formative Assessment Toolkit | Amy Epstein; Kate Levitt; Becki Cohn-Vargas | Leadership Public Schools, Cohn-Vargas Consulting | Enacting Equity,Formative Assessment | |
14 | Formative Assessment | Professional Learning Design that Supports Formative Assessment and Teacher Agency | Next Generation Professional Learning is designed so that teacher learning mirrors the types of experiences that are being sought for students. When learning formative assessment, teachers need to experience attributes of formative assessment (effective learning goals, success criteria, use of evidence, timely feedback, etc.) in a learning culture that encourages risk-taking and regular self-reflection on the learning process. In this design challenge, you will hear stories about and design a prototype of adult learning journeys that incorporate formative assessment attributes as well as learning cultures and dispositions that promote agency and identity. | Presentation | Professional Learning resources from WestEd's Formative Assessment courses | Bob Montgomery; Amy Epstein; Kate Levitt | West Ed, Leadership Public Schools | Professional Learning,Formative Assessment | |
15 | Formative Assessment | The Triple Crown of Formative Practices: Eliciting, Interpreting and Using Evidence of Learning | The core of formative assessment practice is that both teachers and students gain skills to elicit, interpret and use evidence as learning takes shape. What skills must shift for teachers and students to elicit, interpret and use evidence? They both learn new ways to make thinking visible, they both learn how to support new cultural conditions that focus on safety, trust and relationships that create high expectations, and they both learn strategies for metacognition and self-regulation. Participants will explore evidence practices through reflections on student work, videos of students engaging with evidence of learning with one another, and how classroom structures support the ability for teacher and students to make sense of evidence during a lesson. | Presentation | Samantha Fernandez; Kasie Betten | Sunnyside Unified School District, Desert View High School | Formative Assessment | ||
16 | Formative Assessment | Students Use Evidence of Learning, Too: A Case Study of Teachers and Students as Partners in Learning | Learn from Tulsa high school students and their teacher about how formative assessment practices have fostered students’ identities as learners, enhanced peer learning and cultivated student ownership of learning. In this session, we’ll engage with students directly to explore how they have experienced new ways of working, learn from their teacher about changes in instructional practice and mindset shifts that supported new ways for him to learn alongside students, and also introduce classroom video that highlights emerging student knowledge and dispositions as they learn how to apply formative assessment practices themselves. | Noticing Critical Shifts in Formative Assessment Practice | Practitioners Guide: NGLC: Learners' Perspectives on Formative Assessment Culture | Joe Nelson; Brian Antunez; Hannah Hoff; Jack Hernandez; Warnett Waldon | Tulsa Public Schools | Formative Assessment,Student Led | |
17 | Formative Assessment | Leading with Coherence: The Sunnyside Arizona Story | This case study will focus on Sunnyside School District’s development and use of three core documents – a Coherence Framework, a Graduate Profile, and Coherence Strategies – that serve to create enabling policies and guiding practices in support of district equity goals. Participants will explore how Sunnyside’s leadership team developed and used these resources to anchor their equity focus, and guide leaders, teachers and the community towards not only a shared vision of student success, but also a pathway to attain that vision. The case study will clarify strategies to envision a learning culture, and ways to support cultural change at the district, school, classroom and student level. | Pam Betten; Steve Holmes | Sunnyside Unified School District | Leadership,Grad Portraits,Formative Assessment | |||
18 | Formative Assessment | The Student Role in Assessment for Learning: A Design Challenge | In this Design Challenge, you will explore ways to consider a framework for creating a balanced approach towards assessment for learning. Through this Design Challenge you will explore how your system currently promotes the student role in assessment, and identify ways to deepen student use of key assessment for learning practices. You will leave the design process with an analysis tool to communicate how current practices at your site support or hinder student metacognition and self-regulation, and clarity about which next steps can advance the student role as you move forward in this work. | Presentation | Design Challenge Activity Instructions | Quotes for use in Design Challenge | Nancy Gerzon | West Ed | Student-led,Formative Assessment |
19 | Formative Assessment | Getting to Agency: What We're Learning about Learning | When students learn to use evidence on a daily basis to assess the status of their learning, agency begins to drive learning forward. When students learn from one another as they construct knowledge and skills through discourse and peer feedback, this individual agency becomes the powerful force of collective agency. Through formative assessment, students learn skills such as recognizing and using evidence to support their own learning and that of their peers, creating increased competence, capacity and collaboration. In this way, formative assessment is an engine for student agency. In this session, we'll explore, through images and words, what students do differently as they engage with formative assessment, shift their learner identities and move towards autonomy and agency. And we’ll explore how formative assessment is both challenging and rewarding for teachers as they re-envision how students learn. | Presentation | Blog: 9 Things You Can Do to Support Student Agency with Formative Assessment | Nancy Gerzon; Barbara Jones | West Ed | Formative Assessment,Learning & Development | |
20 | Graduate Portraits | Portrait of a Graduate Overview: Engaging the Community to Find & Define Your Why | Hundreds of districts around the country have developed a Portrait of a Graduate as the “north star” for their communities – now what? Learn how districts are turning their locally developed 21st century vision for student success into reality. Participants will learn how superintendents and school boards work together with their communities to create their Portrait of a Graduate. | Presentation | A gallery of Portraits of a Graduate from across the country, from Battelle for Kids | An extensive list of possible Portrait of a Graduate competencies | Shannon King | Battelle for Kids | Grad Portraits |
21 | Graduate Portraits | Bringing Your Portrait to Practice: Navigating Toward Your North Star | Once a district has developed a Portrait of a Graduate their journey has just begun. What comes next? Learn how districts are turning their Portrait of a Graduate vision into reality. Participants will learn about the practices districts are leveraging to implement their Portrait of a Graduate, specifically in the areas of assessment and teacher support. | Presentation | A comprehensive resource site from Battelle for Kids to help districts develop their Portrait of a Graduate | Shannon King | Battelle for Kids | Grad Portraits,Exhibitions & Defenses | |
22 | Graduate Portraits | Starting Tiny: From Classroom to System | We believe that learning is not bound by the walls of our school. Rich and transformative learning experiences happen at home, in the community, and in workplaces. Our internship program allows scholars to leave campus and build relationships with mentors that help shape their identity and learn about the work that happens in our region. In this session, we explore how student internship experiences converge with the ideas from Competency X on ePortfolios and digital badges to promote deeper and more relevant skill development. As we share our journey in capturing scholars' demonstration of workforce competencies through performance-based assessments, participants will be prompted to reflect on redefining student success. While a graduate portrait is one crucial strategy for creating shared visions of student success, complementary strategies like badging and portfolios present a tangential pathway for developing a shared definition. | Presentation | A resource site with examples and reflections on developing and using badges for student learning. | Blog: How Performance Assessments Designed By Student Interns Promote Interest-Based Skill Development | Carissa Duran; Jennifer Perez | Del Lago Academy | Systems Change,Grad Portraits,Performance Assessment |
23 | Graduate Portraits | The Power of Networks: How district collaboration can bridge state and local efforts. | In this session, participants will learn together about the power of cross-district collaborations when districts/states/partnerships intentionally develop a Learning Plan to guide meaningful learning around identified problems of practice. We will share strategies to develop and nurture networks and integrate Graduate Portraits into the learning experience for student-centered outcomes respective to the participant’s context. Participants will collaborate to develop a draft Collaborative Learning Plan that identifies and builds on “collective expertise” and is meaningful to each learner/district. Participants will consider how networked learning could lead to transformational change through “local” inquiry cycles that are meaningful and manageable. | Presentation | Working Document: Student Led Assessment Toolkit from Virginia Student-Led Assessment NIC | Collaborative Learning Plan Template | Beth Blankenship; Crystal M Beshears | Fairfax County Public Schools, Office of Innovation for Education-University of Arkansas | Systems Change,Grad Portraits,Exhibitions & Defenses |
24 | Graduate Portraits | AFL Unplugged: ‘Awa, ‘Ai and Aloha | The Hawai’i Department of Education, through its Office of Hawaiian Education, has been working to establish a culturally responsive learning <strong>framework rooted in BREATH or HĀ outcomes. HĀ reflects a core set of values and beliefs throughout the public educational system of Hawai’i, drawing on competencies that strengthen a sense of belonging, responsibility, excellence, aloha, total well being, and Hawai‘i for all learners. In this session, participants will experience the sharing of ʻawa, ʻai and aloha, as facilitators present an engaging discussion amongst peers who began a shared learning journey four years ago as new Assessment for Learning Project grantees. Where have we been, where are we at and where might we go as we continue to explore how HĀ can be a foundation for bridging culture, theory and practice? Facilitators will engage panelists in a discussion that challenges folks to unplug from current traditions of our education systems and to plug into new ways of seeing, knowing and evolving. | Office of Hawaiian Education resource site, Hawai'i Department of Education | Blog: Culturally Responsive Assessment Practices through Nā Hopena Aʻo (HĀ) | Bob Montgomery; Gary Chapin; Kate Levitt; Jonathan Vander Els | The Kohala Center, Office of Hawaiian Education, West Ed, Center for Collaborative Education, Leadership Public Schools, New Hampshire Learning Initiative | Enacting Equity,Systems Change | |
25 | Graduate Portraits | Local Wisdom as the Lever for Change | This session will focus on capturing the local wisdom of communities to transform the education systems in New Mexico. While the term "innovation' has lost it's meaning in some places, it has been redefined in New Mexico as part of a ground up strategy to transform the education system. Participants will learn from this case study and have an opportunity to breath life into the term "innovation" for their own communities. | Blog: Graduate Profiles: A Promise We Can Keep? | Tony Monfiletto | Future Focused Education | Enacting Equity,Systems Change | ||
26 | Performance Assessment | Building a Practice-driven State Performance Assessment Collaborative: The California and Hawai’i Story | Why start a state performance assessment collaborative? How can a network of practitioners support students’ access to equitable, high-quality performance assessments? What are some steps that can set your collaborative up for success? Session participants will explore these questions through the lens of the California Performance Assessment Collaborative (CPAC) and the Hawai’i Performance Assessment Collaborative (HPAC), state learning networks that have developed in a complementary manner. Each team of facilitators and practitioners will share what they have learned about creating a collaborative that supports high-quality performance assessments, encourages teacher professionalism and leadership, and emphasizes equity for students. Participants will work together to either add to their learning plan (if they attended “Part 1” on Wednesday) or brainstorm next steps that this might be bringing up for them, i.e. how might they start a performance assessment collaborative in their own context or what are their existing policy and practice assets and challenges. Participants will leave this session with concrete ideas for how they can use the power of networks to support high-quality and equitable performance assessments. | Presentation | Chelsea N. K. Keehne; Buffy Cushman-Patz; LEIGH FITZGERALD; Kelly Broadus; Charlie Thompson | School for Examining Essential Questions of Sustainability, Mid-Pacific Institute, Kamehameha Schools, Learning Policy Institute | Systems Change,Performance Assessment | ||
27 | Performance Assessment | Five (+1) Ways to do Performance Assessment Badly (aka, How to Do it Well) | What is non-negotiable if you are to develope a vibrant, ethical performance assessment system? We say that performance assessments are essential to our work in Assessment for Learning, but we are only partly right. GOOD performance assessments certainly are required, but it is shockingly easy to do bad performance assessment. "How?" we hear you ask? Let us count the ways! (NOW COMES WITH ONE BONUS WAY!) | Presentation | Blog: Five Non-Negotiables in Assessment for Learning | Gary Chapin; Rita Harvey | Center for Collaborative Education | Performance Assessment | |
28 | Performance Assessment | Weaving Together an Equitable Assessment System Reflective of Unique Communities | Hawaiian-focused Charter Schools (HFCS) were created in the early 2000s to offer families learning environments that emphasize Hawaiian language, culture, and values. While equity in assessment is crucial, our ability to design and conduct equitable assessment is constrained in part by the lack of tools that reflect the worldviews and lived experiences of students, families, and communities. In this session, attendees will learn how Culturally Relevant Assessment tools promote equity and measure the HFCS Vision of the Graduate. Attendees will draw connections between their schools/districts and the HFCS Kupukupu Framework Assessments (Cultural Artifacts, Academic Work, and Performances). | Presentation | Blog. Culturally Relevant Performance Assessments: Lessons from Hawaiian Focused Charter Schools | Allyson Tamura; Tia Koerte; Kuuleianuhea Awo-Chun | Kanu o ka Aina New Century Public Charter School, Ke Kula Niihau O Kekaha, Malama Honua PCS | Enacting Equity,Performance Assessment | |
29 | Performance Assessment | Best. PD. Ever! Calibration, PLCs, and how performance assessment can transform professional learning. | PD for teachers is too often comprised of a one-time “expert” coming in from outside to “teach” something new to staff. Teachers are often not provided with the ongoing time, support, and feedback to make it meaningful and embedded. The true experts, the teachers, reside right within the school. This session will focus on developing structures and processes that allow all staff to engage in ongoing and embedded professional development (like deepening assessment literacy, inter-rater reliability) within their collaborative teams. Participants in this session will engage in calibration with real student work to better understand the structures and processes necessary to bring PD to the next level. | Presentation | Jonathan Vander Els; Jennifer Manning; Graeme Crowther | New Hampshire Learning Initiative, Sanborn Regional School District | Professional Learning,Performance Assessment | ||
30 | Performance Assessment | Are Your Students Really Thinking? Creating Assessments of Critical Thinking and Problem-Solving Skills | Looking for ways to teach and assess students’ critical thinking and problem solving skills? Building on Assessment for Learning principles, Two Rivers Public Charter School has developed a system to collect data on students’ abilities to transfer the cognitive skills embedded in project-based learning and other inquiry-based instructional approaches. Come learn how we developed discrete performance assessments centered on different aspects of critical thinking, and how we use the data to inform instruction and to help students integrate cognitive skills into their lives. Our session will leave participants with practical considerations for implementing similar models. | Presentation | Blog: Yes, We Can Define, Teach, and Assess Critical Thinking Skills | Resource Site: Two Rivers: Teaching and Assessing Critical Thinking and Problem-Solving | Jeff Heyck-Williams; Nicole Clark; Katherine Dunn | Two Rivers Public Charter School | Performance Assessment |
31 | Performance Assessment | Shifting to a Performance Based Ecosystem: from "normal school" to Arts academy. | In this session you will hear the story of how a “normal school” within a competency-based district transformed into an arts academy with a rich arts-based project learning environment. Examine evidence of student learning from the performance assessments embedded within the projects. Discover how arts integration within core classrooms is a driver of assessment for learning. Identify transferable levers that the Met used to shift their culture towards deeper collaboration among teachers and across classrooms with the ultimate goal of using performance assessment to create an equitable learning ecosystem. Objectives: Understand how performance assessment within projects creates equitable learning environments that open up space for all students to find success through enhancing student agency and deeper application of learning Explore how arts-integration engages students in the performance assessment process; Identify levers that the Met used to shift their culture towards deeper collaboration among teachers and across classrooms. | Presentation | Claudette Trujillo; Laurie Gagnon; Dylan Shelofsky | reDesign, Westminster Public Schools | Leadership,Performance Assessment | ||
32 | Performance Assessment | Play and Assessment: Designing for Chocolate Milk | How do play and assessment fit together? Assessment for learning is essential to guide our learning journeys. And play provides a context for building and demonstrating many future-ready skills that we value. But it’s not always easy to recognize the results of playful learning experiences, and conventional assessments can feel inauthentic and stressful. If we think of assessment as the milk, and play as the chocolate, what happens when we mix them together? In this workshop we will challenge and guide you to design playful assessments, and together explore what each ingredient brings that makes the learning even more delicious. | Presentation | Blog: Playful Journey Lab: Embedding Assessment in Hands-On Learning: What We Learned from Students and Teachers from Boston to Bangalore | Toolkit: MakerEd: Beyond Rubrics - Embedding Assessment in Maker Learning | Louisa Rosenheck; Yumiko Murai; Raha Moussavi; Peter Kirschmann | MIT Playful Journey Lab, Simor Fraser University, | Performance Assessment,Formative Assessment |
33 | Performance Assessment | Windows and Mirrors: Badges, Micro-credentials, and Performance Assessments | Students graduating into post-secondary opportunities are asked to document their learning, too often, by references to proxy measures, such as course grades, GPA, or transcripts. Badges and performance assessments cite evidence of direct demonstrations of learning. Teachers and a Researcher will share the experiences of building information-rich digital badges to broaden access to college credit and post-secondary opportunities. Participants will engage in guided discussions on what was learned from this assessment practice and what was learned from research on the efficacy and impact of the pilot digital badges. | CompetencyX.com | Melissa Spadin; Alec Barron; Tania Pena; Monica Sweet | San Diego County Office of Education, Escondido Union High School District, San Diego Unified School District, UC San Diego CREATE | Systems Change,Performance Assessment | ||
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