Cornerstone Assessments
Grant Wiggins and Jay McTigue (2007) identify authentic learning performances as “cornerstone assessments.” Cornerstones enable students to meet goals in real situations and settings. In Schooling by Design, he explains the essence of cornerstone assessment when he states, “We are speaking of worthy authentic performances that embody the mission and program goals. Think of them as “cornerstone” performances-merit badge requirements-reflective of the key challenges and accomplishments in the subject, the essence of “doing” the subject with core content (42). Cornerstone assessments allow the transfer of knowledge to take place as it is utilized and regularly practiced. For example, a student learning to play the piano can study various types of notes. However, knowing what those notes sound like can only be achieved as the piano is played. Wiggins and McTighe (2007) further identify why cornerstones are essential to guide and foster authentic learning, “Too often in traditional academic curriculum design, however, we postpone the learners’ need to try and apply their learning in genuine situations, claiming the belief that ‘you’re not ready; you need more content’” (45). In other words, learners need to constantly practice and apply what they have learned. Otherwise, knowledge will not be contextualized and skills will not grow. Children will never be ready if we do not provide them with the opportunity to demonstrate their abilities.