Reimagining Assessment
Reimagining Assessment

Educators are rethinking the purposes, forms, and nature of assessment. Beyond testing mastery of traditional content knowledge—an essential task, but not nearly sufficient—educators are designing assessment for learning as an integral part of the learning process.

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Primary Contact Name:
Dr. Mary Earick
Award Date:
March 2016
Grant Term:
24 months
Funding Priority:
Formative Assessment, Intra/Interpersonal Skills, Educator Capacity, Aligned Systems/ Accountability

NG2: Personalized Inclusive Education Pathways

Participating Schools: 

Locations: Manchester, NH; Kingston and Newton, NH; Pittsfield, NH; Rochester, NH; Ashland, NH. 
Settings: Urban, Suburban, Rural, Rural Distant
School Types: District 
Targeted Grades: PreK-8
Number of Participating Students: More than 1,000
Number of Participating Teachers: 51-200
Curriculum Areas: Intra- and/or Interpersonal Skills and Dispositions

The Team:

New Hampshire Department of Education
D.J. Bakie Elementary School, Sanborn Regional School District
Memorial Elementary School, Sanborn Regional School District 
Parker Varney Elementary School, City of Manchester School District
Ashland Elementary School, Ashland School District
Pittsfield Elementary School, Pittsfield School District
Maple Street Magnet School, Rochester School Department
New Hampshire  Institutes for Higher Education Network (IHE)
National School Wide Integrated Framework of Transformation (SWIFT) Center
National Center for the Improvement of Educational Assessment
Epiphany Learning

The Project

NG2: Personalized Inclusive Education Pathways looks to take New Hampshire to the next level of personalized learning as it tackles long-standing educational barriers to personalized learning… that of "Grades."  In this context, the team has recognized that two forms of grades exist in their schools that act as impediments: 

  1. Grades as student assessments that often reflect very poorly on their true understandings and skills.
  2. Grades as methods for grouping students (by age) that often poorly align to their true needs as learners.  

In this project, seven elementary schools in New Hampshire are piloting methods for combining competency-based learning and performance assessments in multi-age learning settings. The purpose is to develop a new model of personalization that allows a more flexible and effective educational pathway through the development and use of PreK–Grade 8 learning progressions. The result is deeper, more authentic learning opportunities leading to greater student success. 

The Hypothesis

If learning progressions are developed in PreK–Grade 8 multi-age environments, applying project-based learning pedagogies with authentic quality performance assessments, than children and adults thrive, as evidenced by their confidence and competency. Therefore we posit that a focus on NG2 will result in personalized educational pathways that (1) increase academic and social outcomes for children, (2) increase educator effectiveness, and (3) increase access and equity to college and career pathways.

The Learning

The goal of NG2 is to engage local New Hampshire school leaders in a thinktank model of innovation to “make visible” how competency based assessments spanning PreK–Grade 8 learning progressions, applied in multi-age environments, will promote deeper learning resulting in increased academic and social outcomes for children and youth. Parallel to this process, the project team aspires to engage with national peers and partners to deepen their understandings of how they can accomplish their goal through a truly personalized adult learning model.