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
We define singletons as those teachers who are the only one who teaches a grade level or subject area in their school.
When schools define themselves as professional learning communities, one of the hallmarks of that work is to work with a collaborative team with whom teachers learn together. Read more
I was recently working with a team to develop common formative assessments, and they were having some difficulty generating appropriate questions and tasks for the standards being addressed in this particular unit of study.
We talked through the standards, as well as the learning targets, and brainstormed assessments methods to match the various elements of learning required for students to master the concept. Still, we were in a pause.
So, I decided to change course.
Instead of further belaboring the learning targets and what student proficiency would need to look like, I engaged the team to consider what was preventing student learning in the first place. 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
I often hear teachers say they have been told that homework should not be graded. This message is a source of confusion.
Somehow, students have interpreted this as “homework doesn’t count, so I don’t really need to put any effort into it.” This is not the message we want to send. Any work given to students should be designed to further their understanding and increase levels of achievement. It is crucial to their success and that message needs to be loud and clear.