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Click on the "+" sign on the bottom right of the screen.

Type your name in the top line (where it says "Subject").

Type your takeaway, comment, question, recommendation, etc. in the body part ("Write something beautiful...").

Click the "Publish" button on the top right corner.

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I am excited about how this can not only increase access for many students, but also how it can result in changes in K-12 education.

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I appreciated what Michigan Business school created. How can we support larger Universities to begin to think in terms of breaking down their admissions work into smaller groups/departments so that this application process can be duplicated?

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Performance Assessments in admissions builds demand 

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Performance Assessments in admissions builds demand 

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Performance Assessments in admissions builds demand from students who are eager to engage in deep thinking and inquiry (IHEs who value this in their admission process will drive demand from students who share this value)

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Inspired to see working examples of how colleges are using richer information about students as individuals for admissions/placement/developing individual learning plans. One hope for future - would love to hear from a student or two who applied to these colleges with this additional evidence, and how that impacted their experiences with the college application process and their feelings about the college they eventually enrolled in.

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There is so much innovation happening in pockets around the country and no one wants to squelch that. At the same time, some kids apply to colleges far from their high schools. What is the right balance between local innovation and national systems?

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I am inspired that there are so many smart, passionate people working to help folks demonstrate their talents, skills, passions, and potential in ways that are disruptive to the status quo of the "grade/SAT/ACT/extracurricular arms race" that dominates education in the US

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I really appreciated the close attention paid to our presentation and the thoughtful and supportive suggestions and feedback. It was very helpful.

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The examples from Jay at Wheaton and Blaire from Ross are very helpful for thinking about a course forward. I continue to worry about how this really scales - admissions officers have 10 minutes to review a file. I also worry about how this might actually be a barrier to more equitable admissions once the word is out.

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The momentum continues to build for this movement, which is so encouraging to see. Will look forward to continuing to draw more people into the discussion and provide information to more professionals about how this can transform our thinking about how we appreciate the multiple talents, skills, etc. that students bring to the table.

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I am glad to know that there is so much exciting work focused on college admissions and performance assessments that could actually have a very positive impact on K-12 instruction and assessment.

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Thank you for all the ideas and comments about how we can collectively scale this work.  One big take-away, and an area we have been exploring, is how do we move on policy recommendation, especially at the state levels.  If we do want to take advantage of this unique opportunity, how do we pursue some tangible policy efforts together.

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These past two afternoons have been inspiring.  We have discussed  equity, access, innovation, personalization and cooperation.  There is so much to digest. Look forward to connecting with colleagues and would love to work with people to think about the next stage - graduate and first professional admissions.

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Even though we have PAs in our admissions process, these sessions are incredibly helpful for me to continue to learn. I feel that I really need this community to keep pushing forward in radicalizing our admissions process. It also encourages me to do more in a space where they are many doubters. And I've learned so much from so many of you!

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Sitting in plain sight, but illuminated by the conversation these last two days is the way that the larger IHEs can drive this process/conversation and in some ways validate. We also need to appreciate and put more emphasis on the smaller IHEs because they can support students just as well if not better than the larger IHEs. They are also currently helping to shape our RCA system due to their nimbleness. This is a duh for me bc I graduateed from a smaller IHE, (shout out CMU here in Colorado.  7K students when I graduated).

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So much great stuff to chew on! These discussions challenged many of my assumptions...thank you! I'm stuck on how our siloed system that separates k-12 and higher ed keep us from innovating.

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Fantastic sessions lead by amazing people and organizations. Thank you for the education and sharing. Truly inspiring.

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These two days have been informative and inspiring. Very exciting to see that big universities like U-M are among those leading the charge!! One thought that I had during my spotlight session was about the intent of using performance based assessments. There are many reasons IHEs may use performance assessments (increasing equity, diversity, developing purposefulness). For example, U-M Ross created their portfolio with the intent to sift through a large amount of applicants and determine which candidates actually show interest in Ross. Since equity is not explicitly Ross’s reason for the portfolio but their underrepresented minority student population is still very low, how can Ross (and other IHEs) focus on equity while still developing a purposeful applicant?

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All the examples were worthwhile. I'm still stuck on how to scale and what policy/practice mechanisms are needed to get these practices adopted on a large scale. If the time is right, we should be able to make this happen now. If it's not, we should be content with a "boutique" approach, which could still be valuable in specific settings and with specific communities.

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Reminded of the power of "show don't tell" (old English teacher here): The examples from Wheaton and Michigan Business were clarifying and energizing. We move forward when we keep tabs on what is demonstrably possible.

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There were so many wonderful ideas shared and discussions had over the last two days. I hope we can work together on next steps and push forth much needed change! Always happy to connect, so please don't hesitate to reach out!

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I began to see various connections with our schools' needs (Internationals Network) and the various initiatives being done by other groups: Mastery transcript and Colorado RCA work. Our schools have moved towards mastery grading but still challenged by the transcript translation as it relates to college preferences for reporting and NYCDOE reporting; also NYS has exit exam requirements but is considering a pilot for performance based assessments--which they could learn from Colorado.