Nicholas Provenzano and Beth Sanders write about thier non-traditional stance on assesssment. Nicholas reflects upon his "no test" marking period, which resulted in much more time for students to share what they learned. Beth elaborates with a discussion of fomrative assessment and relevant feedback.
The "no test" method puts more time into the classroom for thinking and learning in ways most hadn't thought about.
It is now time to re-evaluate our education policy, starting with the voice, tools, and support that we provide for our school leaders, the principals and administrators responsible for overseeing the scholastic performance and physical operations...
Mary Perfitt-Nelson's insight:
"Principals account for 25 percent of the total school-level impact on student achievement.If this is the case, why is it that legislative decisions for education so often rely on teachers and superintendents while simply ignoring the input of principals?"
The author highlights priorities for moving our students and system forward.
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner.
Wonderful article. I will read several times.............so much to think about.
"When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well? Or, to put it more succinctly, are we preparing students to learn without us?"
I sense many don't want to lose the "power" and authority. For many, the idea of being able to spontaneously respond in the classroom is quite frightening considering the past allowed them to plan lessons weeks in advance. Fluid reasoning is needed to catch the "fly balls" this kind of learning requires. Not everyone is comfortable with that.
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