Topic: Student Investment


Do We Really NEED Common Formative Assessments, Too?

Recently, I had the opportunity to work with collaborative teams in a school whose principal had asked them to add common formative assessments to their arsenal of assessment practices.  Many of these teachers had worked hard to develop classroom formative assessments that were used to diagnose student learning issues.  This school also had a sophisticated response system that used benchmarking and progress monitoring assessments to identify and monitor students who were not yet at grade level in reading and math. Each of the teams I met with included teachers who were worried about the amount of time it would take them to write common formative assessments, give them to their students, and work collaboratively to plan how to respond to the results of these assessments.  Early in our workshop, I asked teachers to talk together and brainstorm a list of their best hopes and worst fears about this work.  Not surprisingly, several teachers articulated their concerns about adding more assessments in addition to those they were already using. My next step, then, had to be to explore the “why” behind this work. Read more




Achievement – Relationships, Relevance, and Rigor: Post 3 of 4 on Using Assessment to Improve Achievement

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.

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Keeping Assessment Balanced: The Standardized Test Effect

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


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Self-Assessment: Breaking the Praise-Compliance Cycle

I have been working with a teaching colleague in her first and second grade combined classroom for the last number of months. Together, we have been exploring ways to enhance young learners’ abilities to self-assess. Over a series of lessons, we have focused on inviting students to practice some of the sub-habits needed for self-assessment (I have outlined these habits in a previous blog post). This past week, we were working on the sub-habits of revisiting, revising, analyzing, and decision-making (all important parts of a strong self-assessment process).

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Engaging Students in Dialogue

One of the most powerful aspects of effective assessment practice resides in engaging students in dialogue about their learning as a result of the information gathered during the assessment phase. Formative assessments are check-ins throughout a unit of instruction to see how students are progressing. The more engaged our students become in conversations with teachers about their learning, the greater the likelihood that they will experience success. Read more


The Road to Achievement and Confidence

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


Zeroing the scale

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