Tagged: DuFours


Assessment: Why Bother?

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