This seems like a reasonable expectation on the part of the public, particularly in Cambridge where taxpayers make a considerable investment in their public schools. Years ago, I started using portfolios as a system of assessment in my classroom. Over the course of the year, students are asked to save their work, reflect on it, use it to show evidence of learning and growth. They have to be able to show that they had learned something, about reading, writing, or understanding history. I was very excited the first year we decided to send these student portfolios home to parents.
Portfolios are just one form of authentic assessment of both students and teachers.
In fact, the original language of the Education Reform Act called for a multiplicity of approaches to assessment of student learning, including portfolios, exhibitions of student work, writing and project samples, not just one mega-test. This raises another important question. Most people know now that beginning with our present eighth graders, students will be required to pass the MCAS in high school in order to receive a high school diploma. There are many other important questions that need to be asked. Teachers have been silent because we feel that we will be accused of being afraid of accountability.