Recommended
More Related Content
What's hot
What's hot (15)
Similar to Reimagining College Access with Performance Assessments
Similar to Reimagining College Access with Performance Assessments (20)
Recently uploaded
Recently uploaded (20)
Reimagining College Access with Performance Assessments
- 1. # N A C A C 1 8 D.18 REIMAGINING COLLEGE ACCESS: THE PROMISE OF PERFORMANCE ASSESSMENTS David Hawkins NACAC, VA Peter Ross Learning Policy Institute, CA Seth Allen Pomona College, CA Mike Flanagan Mastery Transcript Consortium, MA
- 2. # N A C A C 1 82
- 3. # N A C A C 1 8 WELCOME & INTRODUCTION David Hawkins, Executive Director for Educational Content and Policy, National Association for College Admission Counseling (NACAC) INITIATIVE OVERVIEW Peter Ross, Director, Strategic Initiatives, Learning Policy Institute DISCUSSION Seth Allen, Vice President and Dean of Admissions and Financial Aid, Pomona College Mike Flanagan, Chief Product Officer, Mastery Transcript Consortium AUDIENCE Q&A 3
- 4. # N A C A C 1 8 INITIATIVE OVERVIEW 4 K-12 Performance Assessments Higher Ed Admissions, Placement & Success Promote Deeper Learning Advance Equity
- 5. # N A C A C 1 8 PHASE I: CONVENING HIGHER ED AND K-12 LEADERS 5 In June 2017, LPI and EdCounsel convened a diverse national group of policy and practice experts from both sectors to explore: 1. How can college admissions, placement, and advising better account for students’ development of 21st century skills and encourage the kinds of learning experiences that students need to develop those skills in k-12? 2. What can be learned from existing and emerging k-12 and higher education partnerships that include performance assessments, including capstone projects, portfolios, extended-performance tasks, competency-based learning, and ethical engagement as a part of the admissions, placement, and advisement processes? 3. How can such a system support the development of a more diverse pool of qualified applicants, as well as their enrollment and persistence in higher education? What actors within systems should be involved to make this happen?
- 6. # N A C A C 1 8 PHASE II: DEVELOPING RECOMMENDATIONS THROUGH THREE TASK FORCES 6 Reimagining College Access Recognition Task Force Digital Portfolio Task Force Leading Places Network Brain Trust R&D Communi- cations
- 7. # N A C A C 1 8 EMERGING RECOMMENDATIONS 7 DEVELOP A SET OF RESEARCH-BASED CRITERIA TO ASSESS THE SYSTEM-LEVEL QUALITY AND RIGOR OF PERFORMANCE ASSESSMENTS • Include criteria for the quality of instruments and processes, such as tasks and rubrics, and opportunities for feedback and revision ADAPT AND LEVERAGE EXISTING PLATFORMS • Include robust description of performance assessment systems in k-12 school profiles sent to IHEs • Include performance assessments on high school transcripts • Train and support high school and IHE admissions officers re the inclusion and value of including performance assessments in admissions PILOT WITH INSTITUTIONS THAT ARE READY CONDUCT RESEARCH ON THE USE OF PERFORMANCE ASSESSMENTS IN ADMISSIONS DEVELOP A COMMUNICATIONS PLAN TO SHARE THESE LEARNINGS EXPLORE WAYS TO INCLUDE IN HIGHER EDUCATION PLACEMENT AND ADVISING
- 8. # N A C A C 1 8 PHASE III: REFINING AND IMPLEMENTING RECOMMENDATIONS Initiatives Partnerships (1:1) Network (Place-Based Systems) LPI/EC Leadership National Advisory Board Participation Other Mailing List Convening Capacity Building & Innovation (Criteria / Transfer of Info) RCA
- 9. # N A C A C 1 8 DISCUSSION • For more information, visit: https://learningpolicyinstitute.org/project/reimagining-college-access 9
Editor's Notes
- RCA is now moving into early implementation LPI and EC will work with a national advisory board Regional and local partnerships with K-12 and higher education will begin to pilot That work will be supported by capacity-building and innovation efforts to set criteria for quality work, to adapt admissions materials and transcripts to include performance assessments, and to generate the secure flow of performance assessment data across institutions