At Foresight Education (FE), we believe that the most authentic way to capture what a student knows, understands and has mastered is through authentic assessments. Authentic assessments provide the student with opportunities to share what was learned within real life contexts and in forums where the student receives immediate feedback and attention.

With this in mind, FE embeds assessment within lesson activities. This means that assessments are not thought of as separate activities to be given outside of or in addition to lesson activities. Rather, assessments are woven throughout topics, conversations, research, presentations and a final exhibit (presentation, video/audio, open-mic/futures slam session). Additionally, the student is not thought of as a separate unit -- to be judged by the teacher, who is also a separate unit. Instead, the student participates alongside the teacher and classmates to determine the soundness of his/her understandings.

The nature of these types of assessments reflects the pedagogical method for future studies, where the student is guided to (a) think critically, (b) imagine and create, (c) solve problems, (d) hone his/her abilities to make sense of factual evidence as it informs uncertainty and, (f) synthesize the evidence into well-reasoned opportunities for success.

Importantly, these assessments reflect many of the core evaluation strategies found within AP and IB schemas and the essential skills for 21st Century Skills and Knowledge. Beyond these well-regarded schemas, the assessments incorporate those skills and abilities essential for mastering foresight:

Summative Assessments ask:

  • Is the student investigating a wide range of sources that are global and local in nature and which are appropriately culturally diverse and offer differing perspectives?
  • Is the student synthesizing information from a wide range of resources?
  • Is the student evaluating the reliability of information and resources?
  • Is the student comparing and contrasting evidence?
  • Is the student challenging his own assumptions?
  • Is the student challenging the assumptions of others?
  • Is the student making improvements based on the challenges posed by others of his work?
  • Is the student relying on his own values and experiences to inform the evidence and his outcomes/product?

Formative Assessments ask:

  • Did the student develop a position on the relationship between certainty and doubt?
  • Did the student present evidence to substantiate his positions?
  • Did the student provide explanations, backed by sound evidence, that are convincing and which also incorporate his own values?
  • Did the student present positions in a coherent, comprehensive way?
  • Did the student respond intelligently, coherently to challenges posed by others? 
  • Did the student offer intelligent, thoughtful challenges to others?

NOTE: FE is currently in the process of linking our assessments to Badges. Please see our section on Badges for more details.





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Created by Lisa Hasler Waters Feb 5, 2014 at 2:15pm. Last updated by Lisa Hasler Waters Feb 13, 2014.

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Created by Lisa Hasler Waters Feb 5, 2014 at 2:14pm. Last updated by Willis B. Goldbeck Feb 5, 2014.

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