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
Tagged: student engagement
“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
Here we are again. Back-to-school season! For some students, this a highly anticipated time of year. Who are my new teachers? Will I know anyone in my class? When is recess? Where will I sit in the cafeteria? How will I remember my locker combination?
I absolutely love the rejuvenation and anticipation of a new school year. But I’ll admit. My geeky “director of research, assessment, and accountability” self also has a bit of sporty spice side. Fall brings out that sporty spice with the anticipation of another favorite season: football. Yup, pigskin. Love it. Plan my Sundays around it. And because I also have the common ailment known as “everything-always-connects-back-to-education,” I started making some connections with my current conversations at work as I was watching a preseason game this year. This connection hit me with a force as strong as a 300-pound tackle sacking a quarterback.
Teachers are playmakers. 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
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
My husband is a soccer coach for two groups of adolescent boys (ages 10–14), and a common struggle he faces are the parents who like to coach from the sidelines during the games. They want to help position the players and tell them what they think should be happening. He likens this to the videogames where a joystick controls everything on the screen. The parents are trying to be helpful and guide their children on the field, but this practice can actually stunt the growth of the player. The players need to hone their decision-making skills on the field, make mistakes, and recover from them. They need to learn how to work as a team and talk to each other on the pitch. This isn’t to say that coaching doesn’t happen throughout the game, but my husband chooses those moments carefully, and the coaching becomes a conversation on the sideline. Do the kids make some mistakes? Clearly, the answer is yes. Could a mistake cost the team a goal or cause them to lose a game? Yes again. Is there a chance to improve and correct the problem in future games? Absolutely. Read more
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