Assessing Deeper Learning

Developing, Implementing, and Scoring Performance Tasks

By: Douglas G. Wren

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eText | 1 August 2019 | Edition Number 1

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Deeper learning has been defined as “the skills and knowledge that students must possess to succeed in 21st century jobs and civic life” (William and Flora Hewlett Foundation, 2013). Assessing Deeper Learning: Developing, Implementing, and Scoring Performance Tasks examines the role of performance assessment to facilitate student attainment of the core competencies of deeper learning. The book details a journey that a large school district undertook to create a system of performance tasks designed to assess students’ proficiency in critical thinking, problem solving, and effective communication. Chapters devoted to the development and implementation of the district’s high-quality performance tasks and rubrics highlight successes and lessons learned during the journey. Additional chapters focus on such topics as types of performance assessments, instructional methods that promote student engagement and deeper learning, policy, and how teacher leaders can drive this innovation to serve the teaching, learning, assessment, and accountability needs of schools. Assessing Deeper Learning: Developing, Implementing, and Scoring Performance Tasks was written for teachers, administrators, superintendents, and policy makers to better understand the challenges and opportunities afforded by using performance assessment to promote deeper learning.

Industry Reviews

This book affirms the position that school districts must ensure all students are engaged in deeper learning experiences. Not only is the reader provided with a compelling case for deeper learning approaches to instruction but a critical rationale for the shift away from conventional systems of assessment which rely too heavily on standardized, multiple-choice tests. The authors provide a much-needed road map for designing authentic, valid, and reliable assessments that provide meaningful results and position school districts to ensure students are learning and being assessed on what matters. Policy makers, district leaders, building administrators, and classroom teachers stand to benefit from this text which masterfully outlines a way forward for creating a balanced system of assessment in which meaningful, authentic, engaging performance assessments are a focal point.