Author(s): Darling-Hammond, Linda; Wentworth, Laura
Organisation(s): Stanford Center for Opportunity Policy in Education (USA); Stanford University (USA)
Pages: 46 p.
High-performing nations integrate curriculum, instruction, and assessment
to improve both teaching and learning. As a large and increasing
part of their examination systems, they use open-ended performance
tasks and school-based assessments to give students opportunities to
develop 21st century skills: The abilities to find and organize information
to solve problems, frame and conduct investigations, analyze and
synthesize data, and apply learning to new situations. This paper illustrates
how several nations integrate these assessments into the curriculum
to create stronger learning for both students and teachers, resulting
in higher and more equitable achievement.