Early on in my career I was a very traditional grader. Homework was scored, retakes weren’t allowed, and I even gave extra credit. I’m not proud of this, but it’s the truth and helped shape the educator I am today. I realize now that I was teaching my students to play the game of school. They were to accumulate the desired amount of points to be rewarded with the grade they were working towards.
Topic: Assessment Architecture
By now the process of analyzing and unpacking standards is familiar to most educators. In this era of standards-based instruction, unpacking standards to identify specific learning targets and underpinnings, then organizing those targets and underpinnings into a purposeful learning progression is almost ubiquitous. Read more
As an instructional coach, I have the fortunate opportunity to work with a wide variety of teachers and in various classrooms and content areas. Recently, I worked with a sixth grade science teacher to create and implement a classroom experience that required students to use their problem solving and critical thinking skills. Read more
One of the most interesting things about modernizing grading practices is that there is no one-way to go about the work. Sure, there are a few core fundamentals that are non-negotiable (i.e. grades based solely on the achievement of standards), but for the most part, teachers, schools, and districts have much flexibility in going about the business of aligning grading practices to the existing standards-based, criterion-referenced instructional reality. Read more
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
Blog reposted from allthingsplc.info
About five years ago, I decided that it was time to get in shape. An infomercial caught my eye and I found myself ordering a video program, weights, bands, nutritional guide, and pull-up bar while waiting impatiently for my new life to begin.
Assessment is a messy process. Developing, using and responding to assessment supporting learning requires reflection, trusting relationships and, at times, re-learning and re-assessing. When assessment is simply seen as a test, resulting in points scored and grades assigning, the fundamental learning opportunities of effective assessment practices are lost; and what a tragedy this is. Read more
Formative assessment is one of the strategies most often talked about by educators in schools today. Type those two words into a Google search and hundreds of thousands of items are identified. Yet the practice is still confusing and unevenly applied within districts, schools, departments, and classrooms. Read more
I have the honor of teaching at a laboratory school and working with many pre-service teachers as they move through their teacher training programs. The mission of our school is to act as a model for educational methods and theory in support of the preparation of future educators. Many of the pre-service teachers that come through my classroom, as well as many of us, went through school with very traditional assessment practices and a traditional mindset when it comes to education, assessment, and grading. Read more
Accurate assessment design can effectively leverage our ability to deeply understand a student’s next steps in their learning. As we gather evidence about what students know and can do, we can utilize that information to better determine what a student does know as well as which areas are still difficult for them to master. Yet talking about and planning for assessment design can be a challenging endeavor, especially when this kind of work was never part of our schooling or training. Read more