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Dr Eric Carbaugh


Professor, College of Education

Department of Middle, Secondary, and

Mathematics Education

James Madison University, United States


Eric Carbaugh is a full professor in the Department of Middle, Secondary, and Mathematics Education at James Madison University in Harrisonburg, VA where he instructs both undergraduate and graduate courses. As an educational consultant, he has worked with teachers and leaders at over 100 schools and districts on a variety of topics related to curriculum, instruction, and assessment. In addition to several articles and book chapters, he is a co-author of Designing Authentic Performance Tasks and Projects: Tools for Meaningful Learning and Assessment (McTighe, Doubet, & Carbaugh, ASCD, 2020), Principles and Practices for Effective Blended Learning (Doubet & Carbaugh, ASCD, 2020), and The Differentiated Flipped Classroom: A Practical Guide to Digital Learning (Carbaugh & Doubet, Corwin, 2016). Eric holds a Doctor of Philosophy in Educational Psychology from the University of Virginia, a Master’s degree in Education from the University of Mary Washington, and a Bachelor of Arts in Government and Economics from the University of Virginia. Eric has teaching experience at both the elementary and secondary levels and serves as the journal editor and a board member for the Virginia ASCD chapter.

Assessing for Equity

The term “assessment” can elicit a variety of feelings. We can all likely recall the stress or anxiety that preceded – and in many instances remained after – tests, quizzes, timed essays, and other forms of more traditional graded assessments that all seemed to carry such weight. However, assessment and grading are not synonymous. Used effectively to promote learning, assessment can also be a powerful tool to lower anxiety, increase efficacy, and promote equitable learning experiences for all students. This keynote will differentiate between the types of assessments available to educators and share insights into how schools can use assessment and grading to support – instead of sort - students. 

Motivating Students Through

Authentic Learning Experiences

Learning that is authentic in nature can be intrinsically motivating because it has value outside of the classroom. There are two primary dimensions of authenticity, 1) real-world applications, processes, and tools (e.g. connections to expert work done outside of the classroom) and 2) connections to students interests and experiences (e.g. providing students with direction and ownership over the work they complete).  This session will explore practical tools to establish authenticity across all classrooms.


Specifically, participants will:

  • Explore the different dimensions of authenticity

  • Assess the degree to which authentic work is taking place in their schools

  • Evaluate specific methods for infusing authenticity into schools

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