{"id":12941,"date":"2020-06-29T01:00:47","date_gmt":"2020-06-29T05:00:47","guid":{"rendered":"https:\/\/aurora-institute.org\/?post_type=cw_post&p=12941"},"modified":"2020-07-06T10:03:31","modified_gmt":"2020-07-06T14:03:31","slug":"student-designed-performance-assessments-for-personalized-learning-and-student-agency","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/student-designed-performance-assessments-for-personalized-learning-and-student-agency\/","title":{"rendered":"Student-Designed Performance Assessments for Personalized Learning and Student Agency"},"content":{"rendered":"

In this third blog post of a four-part series<\/a>, I will dig deeper into the Vermont Agency of Education\u2019s work to improve personalized, proficiency-based assessment systems by focusing on strategies for supporting student-designed performance assessments.<\/p>\n

One of our goals for the convening described here was to work with educational leaders to refine tools and investigate resources that can strengthen local comprehensive assessment systems that support proficiency-based learning in their districts.<\/p>\n

Essential Components of Student-Designed Assessments<\/strong><\/p>\n

The convening began with this question: What do you think are the most essential components of student-designed assessments?<\/em> Participants were asked to write down their initial thoughts on an index card that we would return to later in the day. The intended outcomes for the day were also explained:<\/p>\n