When you come upon a seemingly insurmountable challenge, do you give up or do you persist? If you tackle such moments, then you have a strong sense of efficacy. Efficacy requires belief (I can do this) and action (I will take the risks, even though failure is a possibility). It is the foundation learners require if they are to develop deep understanding and personal skill. Read more
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At its core, assessment has always been a process that was meant to support learning; in other words, teachers and learners would use the information from assessments to make decisions about what comes next. In order for teachers and especially learners to even fathom ‘what’s next’ they must maintain a sense of hope. Read more
Why should teachers create their own common assessments? Wouldn’t it be better if the district did it for them? Read more
Over the summer, schools and districts often engage in curriculum development work. Many teams will be working to unpack standards, identify learning targets, and then align assessments to the targets. Read more
Assessment is a classroom tool that must be used to build hope and efficacy in learners. It must provide learners with the necessary information that they need to be able to make instructional decisions to support academic gains. Read more
Collaboration is critical to everyone’s success – especially learners in the classroom. In the early days of exploring brain research implications for the classroom, Pat Wolff was adamant that the speaker is always the learner (Wolff, 2010). Read more
