Last year, teams of teachers within our district, the Sanborn Regional School District in New Hampshire, became deeply involved in building Quality Performance Assessments. These assessments are designed to truly assess a student’s competency, or transfer of learning. Our teachers have worked incredibly hard at building high-quality, engaging assessments. Their overall assessment literacy, and the learning that has occurred throughout these processes, has been significant. However, it has also raised additional questions.
The most recent questions have had to do with Work Study Practices (also referred to as work study habits or dispositions/behaviors). The State of New Hampshire defines the four work study practices in New Hampshire as Communication, Creativity, Collaboration, and Self-Direction. For the past six years, our district elementary schools have identified the Responsive Classroom CARES (Cooperation, Assertion, Responsibility, Empathy, and Self-regulation) as the behaviors we will assess in each student. These fit in well with the work study practices the State has identified. Within each performance assessment, teachers have been identifying a specific behavior as the one that will be assessed within the performance assessment itself. For example, a performance assessment may lend itself to having cooperation/collaboration of students assessed, so teachers are including this to be assessed, complete with its own indicators within a rubric as part of the scoring within the assessment (separate from the assessment of academic competencies). (more…)