Developing assessment practices that lead to equitable opportunities for learning requires shedding certain entrenched ways of doing things. Teachers need to establish classrooms where students feel they belong and create opportunities for students to examine their work for evidence of learning toward a goal. This session features ways teachers, schools, and districts (re-)structured feedback processes to be alert to issues of equity, privilege, and status and support meaningful learning. We will also talk about assessment for learning practices in the time of COVID.
