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Rescooped by Lynnette Van Dyke from CCSS News Curated by Core2Class!

Less Is More: 4 Strategies To Streamline Your Curriculum

Less Is More: 4 Strategies To Streamline Your Curriculum | college and career ready |

Educators often wonder how they are going to meet all the demands of Common Core. One important point is that the standards require more depth and less breadth. Meeting these standards can be done by doing less, not more. In this post, we’ll look at three effective ways to do this: integrating curriculum, combining test prep into daily learning, and cutting topics.

Via Deb Gardner
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Scooped by Lynnette Van Dyke!

Educational Assessment Through the Student's Eyes

Rick Stiggins


Rather than sorting students into winners and losers, assessment for learning can put all students on a winning streak.

Historically, a major role of assessment has been to detect and highlight differences in student learning in order to rank students according to their achievement. Such assessment experiences have produced winners and losers. Some students succeed early and build on winning streaks to learn more as they grow; others fail early and often, falling farther and farther behind.

As we all know, the mission of schools has changed. Today's schools are less focused on merely sorting students and more focused on helping allstudents succeed in meeting standards. This evolution in the mission of schools means that we can't let students who have not yet met standards fall into losing streaks, succumb to hopelessness, and stop trying.


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Scooped by Lynnette Van Dyke!

Assessment for Learning Resources | Iowa Department of Education

Articles for Use in Professional Development

Assessment Through the Student’s Eye
Stiggins, R., (2007). Assessment through the student’s eye. Educational Leadership May2007, Vol. 64 Issue 8, p22-26, 5p. Retrieved October 31, 2007 from

The article addresses the use and purposes of assessment in U.S. education in the early 21st century. The author notes that historically schools have used assessment to highlight student differences and rank students by achievement; he adds that, in 2007, schools are using assessment information to help students meet standards. The author believes that educators must address student confidence and motivation as well as potential, and he suggests using assessment for learning rather than using it only to verify learning. He explains that assessment for learning involves sharing information with students, discussing goals, and providing descriptive feedback to improve performance. He provides descriptive scenarios and suggestions for professional development.


Five Assessment Myths and Their Consequences
Stiggins, R., (2007) Five assessment myths and their consequences. Education Week, v27, n8, p28-29 Oct 2007. Retrieved December 3, 2007 from

This article describes five myths about assessment that the author feels have a negative impact on the improvement of schools.

From Formative Assessment to Assessment FOR Learning: A Path to Success in Standards-Based Schools
Stiggins, R., (2005). From formative assessment to assessment for learning: a path to success in standards-based schools. Phi Delta Kappen, Dec2005, Vol. 87 Issue 4, p324-328, 5p, 1bw. Retrieved November 1, 2007 from

The article discusses the purpose of assessments in U.S. schools and why they should be changed. The redefined mission for American schools is to provide standards-based education and the opportunity for all students to learn in effective schools with pre-specified standards. The assessment legacy of ranking students with grades has been linked to motivation, but formative assessment can promote student success.

Inside the Black Box: Raising Standards Through Formative Assessment
Black, P., & Wiliam, D., (1998) Inside the black box: raising standards through classroom assessment. Phi Delta Kappan, v80 n2 p139-44 Oct 1998. Retrieved November 9, 2012 from

Firm evidence shows that formative assessment is an essential ingredient of classroom work and that its development can raise achievement standards. Achieving this goal demands a four-point scheme for teacher development: learning from development, a slow, yet steady dissemination process, reduction of obstacles, and substantive research efforts.

The Value of Formative Assessment

An article from the National Center for Fair & Open Testing Journal, Fair Test Examiner on the value of Formative Assessment.

{xtypo_alert}This short article could easily be used as a "jigsaw" in a professional development session.{/xtypo_alert}




Assessment Training Institute/Educational Testing Service (ATI/ETI)

Rick J. Stiggins founded the Assessment Training Institute. It has since been purchased by Education Testing Services, but continues to house resources for learning teams on formative assessment. They also provide a free newsletter on assessment for learning at this site.

Formative Assessment for Students and Teachers (FAST)

FAST is a primary component of the CCSSO Formative Assessment Initiative from the Council of Chief State School Officers.


Northwest Regional Educational Laboratory has put together a professional development toolkit for professional development providers on assessment. The activities in the toolkit parallel the chapters in Classroom Assessment for Student Learning and other books produced by the Assessment Training Institute. All of the workshop materials and directions are available on the website.


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Rescooped by Lynnette Van Dyke from Common Core Online!

Making teacher collaboration go POP

Making teacher collaboration go POP | college and career ready |
Most teachers want more time to collaborate with their peers. And while
it’s often nice just to get together and catch up, we also want to make the
best possible use of our limited precious time together.

A group of Boston teachers and principals uses POPs.

Via Darren Burris
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Rescooped by Lynnette Van Dyke from Leading Schools!

Teachers Using Problems of Practice (POPs) in Reflection and Collaboration

Teachers Using Problems of Practice (POPs) in Reflection and Collaboration | college and career ready |

One of the mechanisms to engage teachers in reflection and collaboration around implementation of the common core is through a Problems of Practice protocol, abbreviated POPs.  

Every 6 to 8 weeks 3 of the 6 teachers present a problem of practice to the whole group, receive warm and cool feedback, and change an upcoming lesson based on this experience and their own reflection.

The protocol we are using has gone through many drafts, but here is a video of the process and a copy of our latest version of the protocol:

Via Mel Riddile
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Rescooped by Lynnette Van Dyke from 21st Century Learning!

Imagine This: Creative Play and 21st-Century Learning

Imagine This: Creative Play and 21st-Century Learning | college and career ready |
Reimagine learning through play, whether children or students are building with recycled materials, playing social justice or health-themed games, or growing their own garden.

Via Simon Vasey
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Rescooped by Lynnette Van Dyke from Information and digital literacy in education via the digital path!

What Works? Student Retention & Success - final report.pdf

Via Elizabeth E Charles
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