A few months ago, a young teacher, Maggie, asked me what I thought of the use of rubrics. I thought it a curious question, so I asked her why she was asking. Maggie told me that she was taking some college post-graduate courses, and although a few of her teachers used them, one professor was very opposed to them and said they were counterproductive, limiting, and should not be used. Read more
Let us talk about shopping for shoes. I am not one of those people who meanders through shoe stores, struggling to narrow down my choices (no judgment for those who do—that is just not me). Rather, I am a very pragmatic shoe purchaser. I have specific kinds of shoes I favor, and I am clear about my shoes size. So when I head into a store, I get what I need and get out. Read more
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
When we consider all of the ways to ensure successful learning outcomes, knowing the criteria for success definitely tops the list. When we know where we are going, our chances of reaching that destination increase dramatically. But what about those times when we are trying to invite open-ended experiences: creativity, play, and imagination? How does criteria-setting fit within that paradigm? Can assessment practices, such as criteria-setting and self-assessment, live in harmony with these open-ended or emergent outcomes? Read more
A recent job change has extended my daily commute and as a result I have been listening to audiobooks to pass the time and minimize the frustration with road construction. I know that I am late to this party, but audiobooks are a pretty great way to both decompress after a challenging day and get excited about a new one. I recently listened to The Power of Moments by Chip and Dan Heath and it has been rolling around in my head for a while since I finished it. (This poses a new challenge with audiobooks. With a traditional book, I would flip through the pages and reread different sections. I haven’t quite figured out how to do that with the audio version.) I have been a big fan of the Heath brothers since reading their book Switch, which contained one of my favorite metaphors about the change process and proved incredibly helpful in a variety of settings.
Ask any group of teachers if they grade on the curve and you will receive an almost universal, resounding no! Now, I believe teachers when they say they don’t grade on the curve; however, what has become apparent in recent years is that shedding some of our traditional habits—our normative grading tendencies—is easier said than done. Even those who have moved to a more standards-based approach to grading can, if not mindful, fall back into habits misaligned with a modern assessment system. Read more
Even now, after many years, I can hear these words: “Your job today is to show what you know.”
Following my passion to support learning spaces with quality evidence of learning has allowed me to visit a variety of settings where student learning was being assessed. From quick checks for understanding, to high-stakes tests, let’s just say I have seen it all.
Yet, one day stands out. 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
Formative assessment has the potential to truly overcome the negative connotation that assessment tends to create. Read more
Assessment orthodoxy is easy, but for those trying to lead (whether by title or by influence) the transformation of assessment and grading practices, orthodoxy often falls short of inspiring or assisting teachers in moving away from antiquated practices. Read more