Assessment

understanding-error-can-support-learning

Understanding Error Can Support Learning

Categories: Assessment

Assessment is a classroom tool that must be used to build hope and efficacy in learners. It must provide learners with the necessary information that they need to be able to make instructional decisions to support academic gains.

Too often, our assessments are returned to learners with any number of markings on them (total number wrong, percent correct, grades, rubric scores or scale score, standard based achievement levels, stickers or stamps, etc.) that do not help the learner understand exactly what went wrong.

Read more

choosing-pride-over-fear

Choosing Pride Over Fear

Categories: Assessment

“Wherever there is fear, you will get wrong figures.” ~W. Edwards Deming

While a pall hangs over Atlanta Public Schools, we are reminded that there is usually more to a scandal than meets the eye. Several years ago, when the story first broke, we challenged the leaders of that system to take a look at the conditions that led to, and perhaps even rewarded, the unfathomable behavior of the educators involved.

Read more

groupings-for-collaborative-learning

Groupings for Collaborative Learning

Categories: Assessment

Collaboration is critical to everyone’s success – especially learners in the classroom. In the early days of exploring brain research implications for the classroom, Pat Wolff was adamant that the speaker is always the learner (Wolff, 2010). Doug Fisher suggests that the Common Core speaking and listening standards are so critical to a learner’s success that every discipline and every state should consider employing them because they help learners ‘consolidate’ their learning (Fisher, April 13, 2015).

Read more

QuantityvsQuality

Moving from Quantities to Qualities: Standards-Based Learning and Reporting

Categories: Assessment

In an effort to communicate more clearly, educators all over are exploring ways to provide feedback and report achievement. The move to being standards-based is intended to create a culture focused on learning, where students receive more specific information about what they understand and what they need to learn more about. We report to communicate achievement and work habits at school. This is the kind of information that has great potential to help students make deeper connections to what they are learning and increase the rigor of their school experience.

Read more