Many researchers have identified formative assessment as one of the more powerful practices to raise student achievement (Black & Wiliam, 1998; Hattie, 2009). When speaking of its power, we often compare formative assessment to summative assessment using metaphorical expressions. For example, formative assessment is like “tasting the soup before serving one’s guests,” or the “practice before the big game.” Others have described formative assessment as the rehearsal before the performance, or the “check-up before the autopsy.” Read more
Topic: Student Investment
“Being able to recall scientific concepts, identify historical events, or memorize mathematics facts and algorithms, while acutely impressive, is no longer sufficient to prepare students for the challenging world they will face. Identifying characters, theme, and symbolism used to be the focus of education, and it was enough. In the past, learners would occasionally have opportunities to collaborate, communicate, critically think, and creatively problem solve, but that was the means, not the end. Read more
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
It’s a beautiful noise
And it’s a sound that I love
And it makes me feel good
I’ve been working a lot lately with educators in developing curricular units of study and the corresponding assessments while talking about the learning skills necessary for students to experience success. As an aside, I’ve deliberately not used the label “21st Century” in front of “learning skills” as I think we all understand in 2017 that we are in the 21st century. It’s lost its cache or novelty. Read more
I was on a plane a few weeks ago and picked up the in-flight magazine. There was an interesting article about leadership and the dispositions needed to succeed written by Gary Kelly, the president of Southwest Airlines. The article concentrated on the following:
- Leaders Must Care.
- Leaders Must Communicate.
- Leaders Must Have Character.
- Leaders Must Be Competent.
- Leaders Must Have Courage.
It’s here. The start of the school year—that crucial time when educators excitedly “set the stage” with their students and jumpstart their vision for a successful learning experience in their class. It’s an official opportunity to initiate a strong learning partnership with students that empowers them to grow in their independence and empowerment as learners (Popham, 2011). Sounds good, right? Yet, if we think about the typical approach to setting the stage at the beginning of the year, it often falls short of establishing a strong foundation for that partnership. Read more
This guest post is written by Tara Reed, a fourth grade ELA teacher at Hawk Elementary School in Denton ISD.
Being reflective is essential. Whether done by the teacher or the student, reflection allows an opportunity to think closely on one topic, make decisions about work, or ask peers for some feedback.
Last spring I took some time to interview kids about their interactions with feedback and co-constructed criteria. One thing I learned about my students was that they hunger for feedback. They crave someone with whom to collaborate, discuss, rehearse, revise, and reflect. Read more
It’s 5:00 p.m. on a Friday night, and my phone rings. It’s a close colleague, Bryan, who is a middle school assistant principal. Uh-oh, I think. Given the time of day, I don’t anticipate this to be good news. He starts in, “Ang, I’ve got a good one for ya…” And so the story begins.
Over the past year, Bryan and I had been engaged in some productive dialogue around current grading practices at his site. He was new to his school—just in his second year—and hadn’t been too comfortable with some of his observations of teacher practice. Coupled with complaints from students and parents, he had been trying to determine the reasons for the dissonance between the school’s grading policy—as it lives on paper—and what was actually practiced in classrooms. Read more