Stanford professor Linda Darling-Hammond shares how using well-crafted formative and performance assessments, setting meaningful goals, and giving students ownership over the process can powerfully affect teaching and learning.
Assessments can obscure more than they reveal. If the assessment is precisely aligned to a given standard, and that standard isn’t properly understood by both the teacher and assessment designer, and there isn’t a common language between students, teacher, assessment designer, and curriculum developers about content and its implications, there is significant “noise” in data that can mislead those wishing to use the data, and disrupt any effort towards data-based instruction.
Ken Templeton, with The Great Schools Partnership here in Maine, shared this useful graphic organizer for designing assessments on the #edchatME Twitter chat this evening (go to Twitter and type in that hashtag to scroll through the whole chat if you missed it). It's adapted from Grant, Wiggins & McTighe's Understanding By Design (2004).
“In education, assessment is at its best when it is ongoing and most difficult to distinguish from the teaching that is occurring.” — Changing the Way you Teach, Improving the Way Students Learn, published by ASCD (2009)"
From Larry Ferlazzo's Websites of the Day blog, lists of links about performance assessment, formative assessment, standardized tests, designing effective assessments and alternatives to traditional assessments.
The grades are out and that sound you just heard was the morale of 75% of Maine's educators plummeting. Educators in this state are already feeling besieged by shrinking budgets and students who show up for school with less of what they need to prepare them for success. The governor has created an unfair system for "grading" our schools and the results came out this afternoon. 75% of our schools got a C or lower. Links in this article take you directly to the "report cards."
When your old assessments aren't working, why not include students in the redesign process? When we empower students to help us establish the work they will be doing, the level of buy-in increases and better engagement is probable. Check out my seniors in action.
"Ready-made benchmark tests cannot substitute for day-to-day formative assessment conducted by assessment-literate teachers.
Definitions of formative assessment abound, resulting in multiple and sometimes conflicting understandings. And in part because of these varying definitions and views, practices labeled as formative assessment in schools today vary widely."
"With all the education action around Standards-Based Instruction,Understanding By Design, Assessment for Learning, Grading for Learning,Project-Based Learning, Competency-Based Instruction and more, we need to have a frank conversation about formative assessment and grading. This may be a difficult conversation to have."
This ASCD book review/highlight features excerpts from Chapter 2 of Susan M. Brookhart's book, "How to Give Effective Feedback to Your Students." The chapter is titled "Types of Feedback and Their Purposes," and includes specific examples of good, well-timed feedback on assessments.
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