The COVID-19 pandemic led states and districts to take a break from grading students and pause standardized testing. As part of an ongoing series of articles on how schools might reconceptualize their work, William Penuel considers what kinds of assessment practices should be carried forward, as schools attempt to become more equitable. He suggests that schools look to work students create as evidence of learning, that they ensure their assessment practices recognize students’ various cultures, and that they use student work to make connections with families and community members.
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