Consider an assessment you or your collaborative team recently gave in a grade level or course.
- What did you do with the results?
- What did students do with the results?
- How did the students and the teacher(s) learn from the evidence of student learning?
A recent job change has extended my daily commute and as a result I have been listening to audiobooks to pass the time and minimize the frustration with road construction. I know that I am late to this party, but audiobooks are a pretty great way to both decompress after a challenging day and get excited about a new one. I recently listened to The Power of Moments by Chip and Dan Heath and it has been rolling around in my head for a while since I finished it. (This poses a new challenge with audiobooks. With a traditional book, I would flip through the pages and reread different sections. I haven’t quite figured out how to do that with the audio version.) I have been a big fan of the Heath brothers since reading their book Switch, which contained one of my favorite metaphors about the change process and proved incredibly helpful in a variety of settings.
How is the word assessment perceived in the eyes of students? Is it viewed as a tool such as a test, paper, or project, or a process to gather information? Furthermore, how is it perceived in the eyes of teachers? It is critical to get everyone on the same page with regard to the perception and purpose of assessment. Read more