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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.

Session Learning Outcomes:

  1. Participants will learn about classroom practices that help students and adults feel valued and their identities affirmed.
  2. Participants will learn routines and feedback practices that help students and adults set meaningful learning goals for themselves and then work toward achieving them.
  3. Participants will learn under what conditions institutional structures can connect educators in different roles to learn together.


  • Ann Jaquith, Associate Director, Stanford Center for Opportunity Policy in Education, Stanford University | @scope_stanford
  • Alec Barron, Science Content Specialist and Project Lead for Competency X, Escondido Union High School District | @alecbarron | @EUHSD
  • Pam Betten, Chief Academic Officer, Sunnyside Unified School District | @sunnysideusd
  • Trish Liguori, Teacher, Leadership Public Schools | @leadps