As the list of 21st century learning attributes grows, what is included in the learning process to be evaluated grows along with it. Are we willing to rely on the existing manner of assessment and grades as evidence of learning? Or, is evidence of successful teaching and learning a mixture of achievement on tests, motivation of all learners to engage in the process, reduced discipline incidents, increased attendance rates, and, just maybe, increased student membership in the school community? If you agree that it is a combination of multiple factors, how do we define and collect the evidence?  Read more...