Assessment that provides information on students’ learning strengths builds confidence and increases achievement.
Too often, students get feedback on all they are doing wrong or their deficits. Assessment, at its best, provides information to students on their strengths. When learners gain insight into what they know and can do, it builds their confidence. Strength-based feedback signals to students that you see their potential and that you believe in them. Read more
When you are unsure, not feeling confident, and scared no one will like you, it can be hard to get started. My son, Chase, is a fifth grader, and we signed him up for a basketball camp. He went alone and didn’t know anyone. As can be predicted, he was very nervous. Read more
When students know they are getting additional time and support for learning essential standards, sometimes referred to as intervention, do they see it as a punishment? Does it contribute to their perceptions of themselves as a “low” achiever? If so, we have a problem. Brookhart (2013) and Moss (2013) cite confidence as a key indicator of achievement. If students have confidence, they are more likely to persevere when they don’t immediately know how to do something. Confidence is the thing that will help students see possibility and hope (Moss & Brookhart, 2012). It’s this intrinsic state of being that will ensure interventions lead to high achievement. Read more
Grading and assessment is often very personal—to students, to parents, and to teachers. I wear (as many of us do) many hats: parent, trainer, facilitator, author, and learner. And, I am all too aware of how my own children’s confidence and motivation is impacted by assessment.
In the absence of clear descriptions, students often make their own meaning of what those comments, symbols, or quantities mean. Those interpretations influence what students believe about their abilities. Read more
The idea of students investing in their learning is a sought after prospective for many educators. How do teachers set up the conditions for students to want to learn? How do we inspire students to take their next steps and learn more? How does this investment lead to high levels of achievement for all students? The answers may be simpler (not to be confused with easier) than we think. Read more
August is the time of year when finalized standardized test scores are released to school districts and shortly thereafter shared publicly. It is a time for celebration, frustration, disappointment, and sometimes even a sense of panic or urgency that leads to questions such as, “What are we going to do? How do we share these with our community?” Read more
Confident, excited teachers make for confident and excited students. Jim Knight (2007), an expert on instructional coaching, suggests, “When people talk about learning, the experience should be exciting, energizing, and empowering” (p. ix). Assessment has the potential to generate all three of these conditions when designed and used in the service of learning. Read more
It was a warm winter day. Snow was falling and my 8-year old was ready to ride the youth snowmobile. I was determined that he was going to learn to do this. While Chase loves to “drive,” he is more concerned with everything around him than the road right in front of him. He watched his older brother jump on and thought that he should be able to ride as fast as he does. Read more
It is not often that teachers consider engaging student work when designing assessments. The technical aspect of identifying standards or learning goals and matching them to items and tasks is certainly an important aspect of design, but it cannot be the only thing. There are times when educators talk of engaging instruction and design lessons and activities that captivate students. Read more
The words assessment and hope are not often used in the same sentence. The mere mention of the word assessment can cause stress and angst. At the Assessment Center we aim to change that visceral reaction. At its core, assessment fosters hope, builds efficacy, and increases achievement (Shepard, 2000; Zimmerman & Schunk, 2011; Brookhart, 2013; Andrade, 2010; Hattie & Timperely, 2007; Brown & Harris, 2013). Read more