While student self-assessment is not a brand new concept, it has emerged as an essential aspect of effective formative assessment strategies and processes. There is general consensus that self-assessment is positive and has many benefits for students, but it is seldom implemented in many classrooms (Brown & Harris, 2013). Read more
Last week when I picked up my 5-year old daughter from gymnastics I asked how she did. She excitedly replied, “My teacher said I did a good job with my forward rolls, and I need to start working on my strong arms and straight legs in my cartwheels.” During previous weeks, we had similar conversations and had gone home with a clear goal in mind. Read more
The words assessment and hope are not often used in the same sentence. The mere mention of the word assessment can cause stress and angst. At the Assessment Center we aim to change that visceral reaction. At its core, assessment fosters hope, builds efficacy, and increases achievement (Shepard, 2000; Zimmerman & Schunk, 2011; Brookhart, 2013; Andrade, 2010; Hattie & Timperely, 2007; Brown & Harris, 2013). Read more
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When educators think about state accountability testing, it is rarely in connected with the process of fostering reflective learners – but maybe it should be. If a student develops meaningful relationships in a learning community while being guided by the use of formative assessment feedback, then the state assessment becomes a simple exercise in “showing what you know.” As educators “build” a learning path with quality assessment, “pave” the path by providing students with the tools to reflect on their learning, and “illuminate” it by the “light” of understanding student expectations for future success – and then push them beyond those expectations (Hattie, 2009), the state test become simply a small part of a balanced assessment system. 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
In an effort to communicate more clearly, educators all over are exploring ways to provide feedback and report achievement. The move to being standards-based is intended to create a culture focused on learning, where students receive more specific information about what they understand and what they need to learn more about. Read more
