WestEd’s content and assessment experts are available to conduct standards-to-standards alignment studies, which provide: findings to meet rigorous evidence requirements, such as federal peer review guidelines; and key feedback that contributes to quality content standards. This service is available for a range of grade levels and content areas.
WestEd’s content and assessment experts are available to conduct curriculum-to-standards alignment studies, which provide: findings on the alignment between local curricula and state content standards, and key feedback that contributes to quality standards-based curricula. This service is available for a range of grade levels and content areas.
In response to the COVID-19 pandemic, teachers’ work has had to shift to online spaces, requiring learning to be adapted to different mediums. Changes in learning also extends to teachers’ own learning, as professional learning has been moved into online environments. Given the abruptness of the shift to online-based professional learning, developers and facilitators may have questions about how best to develop accessible online learning spaces for educators.
To provide support in developing online professional learning environments, Chelsea Talakoub developed this brief that examines facets of effective virtual learning communities. Developing virtual learning communities requires consideration of the different ways that educators can participate and expand their knowledge within online environments. Talakoub’s brief explores different ways that virtual learning communities can be structured to engage educators and ensure continued access to professional learning opportunities and supports.
The following resource provides vignettes about teachers who are attempting to implement formative assessment in their schools. The two vignettes are from a study by Earl and Timperley (2014) that showcase examples from a secondary school mathematics department. The first case shows an example of a teacher implementing the “letter” of formative assessment. In the second case, the teacher is working to apply the “spirit” of formative assessment, as she challenges her mental models about teaching and learning.
CALE is a critical needs sensing and research-to-policy initiative that is funded by the Bill & Melinda Gates Foundation that conducts on research on California policy priorities, particularly curriculum and instructional systems, teacher preparation, and post-secondary pathways.
CALE researchers will post reports and briefs to share timely and relevant insights from ongoing research work.
This report provides insight into the Performance Task Development Project (PTDP), a partnership between the Building Educator Assessment Literacy (at WestEd) and the Stanford Center for Assessment, Learning, and Equity (SCALE), and its work with the Los Angeles County Office of Education (LACOE). PTDP focused on hands-on workshops that provided LACOE teachers with opportunities to deepen understanding of academic standards, developing standards-aligned assessment tools, and incorporating performance assessments as part of a continuous improvement cycle.
This report focuses on this work at Rowland Schools, through interviews and classroom observations, to learn more about teachers’ experiences in PTDP, the impact of participating in PTDP, and potential next steps.