Reflection: School/District Initiatives CAPSTONE: Feeding 9 billion through sustainable farm design (3 of 3) - Section 3: ITERATION: Jaws is here!


Consortium schools exists in New York City as an alternative to high stakes testing that represent a "one size fits all" approach to education that has limited use.  Proponents of standardized testing concede that there are flaws with these exams, but that they are a necessary for closing the achievement gap because they allow schools to measure students' progress towards standards.  Consortium schools agree that standards matter; they just have different standards than those selected by makers of standardized tests.  Performance-based assessments are the alternative these schools use.

According to proponents of "PBAs", students learn more deeply and can apply skills and content to complex, real-world tasks. According to this group:

Consortium schools have devised a system of assessment which consists of eight components including alignment with state standards, professional development, external review, and formative and summative data. Consortium schools have documented how their work meets and exceeds New York State Regents standards through a system of rigorous commencement-level performance-based assessment tasks. Performance on these tasks is reflected on student transcripts and results are used for college admission.

The tasks require students to demonstrate accomplishment in analytic thinking, reading comprehension, research writing skills, the application of mathematical computation and problem-solving skills, computer technology, the utilization of the scientific method in undertaking science research, appreciation of and performance skills in the arts, service learning and school to career skills. Experts external to the schools, from universities and the business world, participate in reviews of student work.

This CAPSTONE takes a Consortium approach to evaluation of students' learning.  See the RESOURCES for more information about the processes and products of Consortium schools.  


  School/District Initiatives: The consortium school model
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CAPSTONE: Feeding 9 billion through sustainable farm design (3 of 3)

Unit 5: Food (biosphere and geosphere)
Lesson 24 of 24

Objective: In addition to the objectives from parts one and two, by the end of the thir part of the Food CAPSTONE experience, student will be able to 1) give and receive feedback that improves prototypes through iteration and 2) present a final solution idea to an outside panel of students, teachers, and community professionals.

Big Idea: The human population will approach 9 billion by 2050, but our current food system was not designed to sustainably feed so many. How might we apply our understanding of agricultural methods to feed 9 billion people in an environmentally sustainable manner?

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graphic feeding 9
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