Many readers of this blog will be familiar with the age-old philosophical question that raises a variety of responses regarding what we see and what we perceive:
“If a tree falls in a forest and no one is around to hear it, does it make a sound?” Read more
The title of this post is intentionally provocative, and since you’re reading it, there might be some ideas rattling around in your head that might be aligned with that provocation. Let me be clear from the outset, however, that I am not on a rant to eliminate high-quality, effective evidence gathering.
I do struggle, though, with the pursuit of numbers simply for the purpose of rank and sort, or mathematical computation as per a formula or computer program. Educators are familiar with the work of Professional Learning Communities (PLCs) and the four questions originally defined by the DuFours and Eaker. I want to zero in on questions 3 and 4: Read more
The title of this post will ring familiar to many as an oath or statement associated with those dedicated individuals who enter the medical profession. While I would not want to minimize the impact or intent of the statement, I believe in the education profession we need to do much more. 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
Following some recent work with a school, I was presented with this question:
How does participation and dressing out for physical education fit into a standards-based grading system?
Think of any group of thirty people whose only commonality is their age. Would it be reasonable to expect that each member of that group has the same ability in mathematics? That they all read at the same level with the same fluency, comprehension, and vocabulary? They all have the same writing ability and can produce high-level prose on any topic? Would they all demonstrate the same self-regulation in social situations? I think we can readily agree it would be folly to make those broad assumptions. Read more
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
Formative assessment is one of the strategies most often talked about by educators in schools today. Type those two words into a Google search and hundreds of thousands of items are identified. Yet the practice is still confusing and unevenly applied within districts, schools, departments, and classrooms. Read more
The question of “Why Assess?” is one that is posed in schools and districts everywhere. It’s important to challenge educators to think about their assessment practice and how they derive information about student progress. If the purpose of assessment is merely to rank and sort, then little needs to change from the assessment practices of previous generations. If, instead, the purpose is to focus on student learning, then educators need to examine whether their current practice is aligned with that outcome. Read more