I think I always knew how important it is to connect the dots as we work to implement new ideas and provide professional development, but recently I was reminded of the crucial nature of making connections to make learning meaningful. Read more
I plan to explore self-assessment with my blogs this year. One of my favorite things about writing for this blog is that it causes me to reflect and formalize my own thinking about assessment topics. Maybe it is all of the talk about resolutions, or the fact that my own resolutions have not quite taken hold (Sorry elliptical machine! I promise to visit you soon!), or this looming birthday of mine, but the pulls of both reflection and action are pretty strong right now. Read more
It’s widely supported that using common formative assessments is one of the best ways to systematically improve student learning (DuFour et al. (2016); Reeves, 2004; Ainsworth, 2007). The impact of these assessments is best realized when teams collaboratively unwrap the essential standards into smaller learning targets, use formative measures to monitor student learning of those targets, and use the results to engage students with meaningful feedback and support to propel learning forward (Bailey and Jakicic, 2019). Read more
We, more often than not, define the term “standard” as “something someone needs to know or be able to do.” We use this definition to develop curriculum, create assessments, plan instruction, and provide feedback to students and parents. No one can be sure when we started subscribing to this definition; however, we do know it is in direct opposition to the dictionary’s definition. The Oxford English Dictionary defines a standard as ”something set up as a rule for the measure of quality.” So, which is it?
In this brief article, I argue that the dictionary has it right. Further, I assert that it is our responsibility as educators to align our pedagogical practices to the dictionary meaning to ensure that our standards are, in fact, standards. 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
In Growing Tomorrow’s Citizens in Today’s Classrooms: Assessing 7 Critical Competencies (2019), Cassandra Erkens, Nicole Dimich, and I outline how critical thinking, collaboration, creativity, communication, self-regulation, digital citizenship, and social competence are the necessary skills for students to succeed as future citizens. In the book, we highlight two important, overarching aspects of teaching and learning in the 21st century.Read more
This past May, I upgraded my vehicle. Since February 2008, I’ve been driving a 2006 Ford F-150, which I owned primarily for towing my travel trailer, driving up to the ski hill, and navigating the mountain passes from the small town I lived within to Vancouver. While we now reside in Vancouver, we still have a travel trailer, and the need for more reliable towing capacity led me to the point where I decided it was time to upgrade. So last May, I bought a 2017 F-150.Read more
While working recently with a high school mathematics team to write quality common assessments, I asked the teachers to bring in their previously used unit tests. They had already been giving common assessments for about three years as collaborative teams, so their unit assessments were in agreement. However, I noticed that every assessment item was multiple choice on every exam throughout the department.
When asking the algebra team about the reasoning behind only using multiple-choice items, I was told it was necessary in order to quickly analyze the data as a team and give results to students. When I asked what teachers or students did with the results, I was met with silence. When I asked how teachers and students learned from the common misconceptions shown on the exam—again, silence. Read more
About seven years ago, I decided the kitchen needed to be painted. Never having painted before, I quickly learned painting is messy and tedious and far from one of my favorite activities. Filled with indecision, I decided on a lavender paint color to replace the eggshell yellow that had been on the walls. After my husband and I started the work, I realized the color was not what I had hoped. Read more
It’s that time again. We are four weeks into a new year; a time for renewal, an opportunity to refresh and rejuvenate, and a sense of hope to reinvigorate a part of your personal or professional well-being. You may have been among the estimated 40% of people who set a New Year’s resolution. Surprisingly enough, when it comes to keeping those resolutions, one-quarter of us will have fallen victim to abandoning our resolution within the first week of January, and nearly 75% of us will have slipped away from our resolution within the first month. Read more