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ERIC Number: EJ1148462
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1553-541X
Teachers, Micro-Credentials, and the Performance Assessment Movement
French, Dan; Berry, Barnett
Voices in Urban Education, n46 p37-43 2017
Micro-credentials, a new form of personalized professional development for teachers, offer a unique solution to the challenge of training school staff to design and implement performance assessments. In a relatively short period of time, micro-credentials have shown promise in enabling a more personalized, effective method of promoting teacher professional growth. Such a model is critically important in transitioning to new accountability systems that rely upon teachers on the ground to be designers, validators, and scorers of high-quality valid and reliable performance assessments. As we re-envision accountability systems to better serve student learning in complex and authentic ways, micro-credentials are an important vehicle to build the necessary teacher capacity to lead the performance assessment movement.
Annenberg Institute for School Reform at Brown University. Brown University, Box 1985, Providence, RI, 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_info@brown.edu; Web site: http://www.annenberginstitute.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A