When I work with teachers who are writing and using formative assessments in their instructional practices, they will sometimes tell me that while they understand how important formative assessment is, they also feel that they are wasting instructional time because they already know which of their students have learned the targets being assessed. They say that some students always need help, and others have asked questions during the instruction that show they don’t even have a basic understanding of the target being taught. For these students, they wonder why they should even give them the formative assessment. Read more
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.
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
The first step in gaining awareness is to pay attention to what’s going on. On the surface, this sounds simple enough. However, the devil is in the details. You must be intentional about looking for, and noticing, different components of your classroom. (Hall & Simeral, 2015, p. 52) Read more
I recently read the following quote and thought it a great reminder as a new school year begins:
“…development and learning are primarily social processes, and learning cannot be separated from its social context.” (Laboratory for Comparative Human Cognition, 2010 cited in Ruiz-Primo, 2010)
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
It’s been well-established in the literature around professional learning communities that team-developed common assessments can serve as powerful tools to monitor students’ level of proficiency in the essential standards (DuFour, DuFour, Eaker, Many, and Mattos 2016). Read more
A deeply held and widely shared belief in education is the “summer slide.” For nine months, teachers and students work tirelessly to build student achievement only to have it unravel over the summer. Upon returning to school, teacher conversations are laced with laments of the learning lost. This blog post is not an argument concerning the reality of the summer slide; rather, I am pondering why the idea of a summer slide makes me so uncomfortable. Read more
Think of any group of thirty people whose only commonality is their age. Would it be reasonable to expect that each member of that group has the same ability in mathematics? That they all read at the same level with the same fluency, comprehension, and vocabulary? They all have the same writing ability and can produce high-level prose on any topic? Would they all demonstrate the same self-regulation in social situations? I think we can readily agree it would be folly to make those broad assumptions. Read more
As a classroom teacher I studied, routinely, how to become a better teacher. I constantly questioned how I could improve instruction so that the students I was teaching could learn at high levels. It was important for me to improve my craft so that I could help my students maximize their potential. When I became a campus administrator I began thinking about my teaching in a different way.