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
Tagged: state standards
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