How do students view assessment in your classroom or school? Is assessment something that elicits hope and a belief that students can grow? In my experience as a student, any type of assessment was the end game, whether it was a test, project, or essay. It was the last thing in a unit and the score was final. Assessment was not only a stopping point; it indicated we were moving on to a new unit or topic without looking back. Read more

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

Assessment for the sake of doing assessment is an incomplete (even misguided) instructional goal. For assessment to fulfill its role as an integral part of the instructional process, teachers must use assessment results with clarity and purpose. Read more

Zeros don’t work; never have, never will!  While a good number of schools/districts have already addressed this issue through a shift in policies and practices, the knowing-doing gap is still alive and well. No topic exemplifies the emotional nature of grading discussions quite like a discussion about using zeros. Read more

This is a guest post by Natalie Romero, Principal, Moriarty Elementary

At Moriarty Elementary School in Moriarty, New Mexico, our process of collaborating professionally has changed dramatically over the past 18 months. When we began the journey, the idea of gathering grade-level members together was not frightening; however, our typically brief conversations were not deeply academic or very student centered. Read more