When it comes to measurement, four is a popular number; rather, a range of 1 to 4 is a common scheme. Two different powerful measurement systems use a range of 1 through 4 scores to clarify levels of quality. The Depth of Knowledge [DOK] framework by Webb, 2005, uses a 1 through 4 scale to rank the cognitive complexity of an assessment task. The Proficiency Scale framework by Marzano and Kendall (2008) uses a 1 through 4 scale to rank students’ performance levels on individual standards. Read more
Posts by Cassandra Erkens
Author’s note: In the spring of last school year, I offered 2 posts from a 4 part series on using assessments to increase achievement. The first was in regards to defining ‘learning’ beyond numerical indicators and the second was on holding high expectations for all learners. The third and fourth posts will be offered this fall.
Post 2 of 4 on Using Assessment to Improve Achievement
We cannot solve our problems with the same thinking we used when we created them
As noted in my first post of this series regarding using assessment to support achievement, the primary mission of schools is to help kids learn. Schools write mission statements toward that same end: all students will be successful. But, have those mission statements become routine and somewhat cliché? Read more
Post 1 of 4 on Using Assessment to Improve Achievement
A person who never made a mistake, never tried anything new.
The primary mission of schools is to help kids learn. That’s it. That’s the bottom line. It stands to reason, then, that the primary indicator of success will always be achievement scores. But our work with making decisions about learners must remain far more humane then making decisions about learners based on a set of cold, calculated scores (and it doesn’t matter if those data come from the grades in our gradebooks or external test scores). The measure of achievement should never mask the face of the learner. This is personal. And, it’s very serious work. Read more
When you come upon a seemingly insurmountable challenge, do you give up or do you persist? If you tackle such moments, then you have a strong sense of efficacy. Efficacy requires belief (I can do this) and action (I will take the risks, even though failure is a possibility). It is the foundation learners require if they are to develop deep understanding and personal skill. Read more
At its core, assessment has always been a process that was meant to support learning; in other words, teachers and learners would use the information from assessments to make decisions about what comes next. In order for teachers and especially learners to even fathom ‘what’s next’ they must maintain a sense of hope. Read more
Why should teachers create their own common assessments? Wouldn’t it be better if the district did it for them? Read more
Over the summer, schools and districts often engage in curriculum development work. Many teams will be working to unpack standards, identify learning targets, and then align assessments to the targets. Read more
Assessment is a classroom tool that must be used to build hope and efficacy in learners. It must provide learners with the necessary information that they need to be able to make instructional decisions to support academic gains. Read more
Collaboration is critical to everyone’s success – especially learners in the classroom. In the early days of exploring brain research implications for the classroom, Pat Wolff was adamant that the speaker is always the learner (Wolff, 2010). Read more