Posts by Katie White


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Assessment and Emotion

There is something about assessment that provokes strong emotion. You bring up the topic in a room full of teachers and you can feel the energy in the room shift. Similarly, the moment you pull a pile of assessments out of your desk and prepare to return them, students will adjust their posture and conversations halt in readiness for the event. Read more


Engaging in Instructional Agility by Trusting Ourselves

The other day, I was sitting with a colleague after we had facilitated a reading intervention lesson with four grade six students. It had been a lively hour, with the students finding it difficult to engage in writing about reading after we had spent time reinforcing comprehension. They needed to be reminded often to focus on the task and apply their understanding of the text in written form.  We discussed these challenges and proposed reasons why the students were finding the work difficult. Read more


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Developing the Sub-Habits of Self-Assessment

The ultimate goal is assessment as learning, where assessment occurs in real time and is the process by which people reflect on their own thinking and diagnose how they’ve changed.
Sir Ken Robinson (2015)

In a previous blog post, I shared conditions that support an environment of habitual and authentic student self-assessment. This post will focus on “digging deeper” into why students may find self-assessment a challenging enterprise and how to develop the sub-habits that support this essential skill. Read more


Using Self-Assessment to Open Up the Learning Space

…how we act in the world around us is deeply affected by how we see and feel about ourselves.
Sir Ken Robinson (2015)

Self-assessment and goal-setting are processes we know we should do with students but, in reality, we often don’t see the effort yielding worthwhile rewards in our classrooms. Read more