“Something to Talk About,” recorded by Bonnie Raitt in 1990, happens to be one of my favorite songs. While listening to it the other day, I began to think about the lyrics in a different context: meaningful assessment of student conversations. Tapping into student discourse is one of the most informative means of examining student thinking, particularly with students who might be culturally or language diverse. According to Zaretta Hammond, “One of the most important tools for a culturally responsive teacher is instructional conversation. The ability to form, express and exchange of ideas are best taught through dialogue, questioning, and the sharing of ideas.” (Hammond, 2015, p.149).
There is seemingly vast potential for educators to gather authentic evidence through the observation of academic conversations. Teachers can gain valuable insights into their students’ conceptual understanding and the language skills they demonstrate in real-time, authentic conversations. But as I reflect on the various assessment practices that I typically observe, I wonder if we are capitalizing on this powerful source of information? Are educators assessing the quality of rigorous academic conversations and providing support when needed to enhance that quality? Read more
My granddaughter was struggling with the latest topic in her grade 3 math class and her recent assessment result validated that she did not fully understand the learning target of patterns and the equations that supported them. Determining patterns is not always an easy process as this example would indicate:
2, 6, 3, 9, 6, 18, 15…
With a big test coming up, my daughter-in-law reached out to me to help get my granddaughter past the block and gain some confidence in her ability to master the concept. We connected online a few times over the days before the test and worked through a lot of questions and strategies. As she grasped the concepts and different ways to get to the solution, I could see her confidence soar. By the time we concluded all of the practice and she routinely got every solution, she was excited to demonstrate her skills on the assessment. As I write this post it’s been well over a week since the assessment was completed and my granddaughter has not received any feedback. Read more
When I wrote my last blog post in January, and made self-assessment my personal learning resolution, I did not know that in a few months my brain would be incredibly tired from learning way too many things in a short amount of time.
I do not need to add any words to the uncertainty that we are all feeling. You know it, and you are all feeling it too. Read more