Effectively using the data that we gain from our assessments is always important, and perhaps never more so than right now. There is a reason that accurate interpretation is a tenet in the Assessment Collaborative model, and it is certainly worth taking the time to explore. There are a few definitions of the word “interpret”; some focus on more artistic endeavors, while many others focus on the idea of explaining something. As educators, we must interpret things each and every day—from whether we will be able to accomplish everything in our lesson plan to whether our students are really understanding what we want them to know. We should strive to draw informed inferences in our work, recognizing that doing this requires professional knowledge, skill, and ongoing effort. Read more
Tagged: collaborative teams
Back to the Basics
Educators across the country are sharing how this school year was far more difficult than the previous two years during the pandemic. There have been many pivots (I know, I know . . . that is like a four-letter word), many shifts, and many concerns raised as students return to school and socialize with peers they have not seen for a long time. This was a year like no other. As it comes to an end, educators have an opportunity to take a breath and reflect on what worked well and areas in which to seek growth. There is also an opportunity to think about going back to the basics with assessment practices. The pace of the year had many teachers juggling way too many responsibilities; summer brings time to reflect and opportunities for collaboration. This time allows teams to dig into the skills and knowledge students struggled with the most and design formative and summative assessment practices that align with the standards. Read more
High-Stakes Testing in A Remote Teaching World
While it may be the last thing on many teachers’ minds right now, states are likely making decisions about how to proceed with high-stakes testing for this upcoming spring.
In their most recent journal, Kappan (2020) published “This Spring, Test only to Assess,” an article that really resonated with me, and aligned with many of the things I’m hearing teachers are worried about for their students. Read more
Five Things I Have Learned About Assessment
This guest post is written by Michelle Wambach, a principal at Carmichael Elementary School in Sierra Vista, Arizona.
This Time is Our Opportunity
There is an English proverb, “necessity is the mother of invention,” that fits in education today as teachers are forced to become digitally innovative in the face of immediate, and possibly an extended, period of need during the COVID-19 lockdown. These are indeed challenging times.
But what if it’s an opportunity too? If I could wave my magic wand and offer a little peace of mind to teachers today, I’d offer this support: Read more
Teacher Efficacy: Who Needs It?
As schools struggle to identify what to do to improve student learning, many of us look to researchers for answers—or at least guidance—about which path to take. The work of John Hattie has transformed educational conversations around the globe and caused us to think about not just what works but what truly makes a significant difference. When you look at Hattie’s publications, it is hard to ignore the power of collective teacher efficacy and Hattie’s charge to teachers to “know thy impact.” Read more
The Power of Common Formative Assessments
Many researchers have identified formative assessment as one of the more powerful practices to raise student achievement (Black & Wiliam, 1998; Hattie, 2009). When speaking of its power, we often compare formative assessment to summative assessment using metaphorical expressions. For example, formative assessment is like “tasting the soup before serving one’s guests,” or the “practice before the big game.” Others have described formative assessment as the rehearsal before the performance, or the “check-up before the autopsy.” Read more