Beyond the Stacks
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Beyond the Stacks
Resources & News for High School Educators from your teacher-librarian
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Designing Engaging Assignments

Designing Engaging Assignments | Beyond the Stacks | Scoop.it
Three tips for coming up with work that sparks real engagement in your students.
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Putting Assessment Back in the Hands of Teachers - Educational Leadership

Putting Assessment Back in the Hands of Teachers - Educational Leadership | Beyond the Stacks | Scoop.it

Teacher-created performance assessments can lead to deeper learning and powerful changes in instructional climate.
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States will soon be free to transform standardized testing, but most won’t - The Hechinger Report

States will soon be free to transform standardized testing, but most won’t - The Hechinger Report | Beyond the Stacks | Scoop.it
The reason some schools today are developing performance-based assessments, where students are graded on their ability to apply things they learn in class in scenarios that reflect the real world, is because advocates argue they uniquely evaluate skills students need to succeed in their future careers.
But multiple choice-based standardized tests are cheaper to administer, and with strict annual testing requirements enshrined in federal law since No Child Left Behind, they have become the easier path to compliance.
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It’s time to let it go: Part II

It’s time to let it go: Part II | Beyond the Stacks | Scoop.it
We’re basically saying to students, “You need to know how to simplify radicals by November 10th to get a good grade in this class. But if you become a master in simplifying radicals by November 17th, tough cookies.”
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Developing Students’ Ability to Give and Take Effective Feedback

Developing Students’ Ability to Give and Take Effective Feedback | Beyond the Stacks | Scoop.it
Schools are using a modified version of the Six Thinking Hats technique to teach students how to give effective feedback to one another.
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New advances in measuring social-emotional learning - The Hechinger Report

New advances in measuring social-emotional learning - The Hechinger Report | Beyond the Stacks | Scoop.it
Core academic subjects have long been the top priority for districts preparing students for life after high school. Now districts are elevating social and emotional learning, as well, drawing from a large body of research showing that skills like grit and self-regulation are critical to life success. If they’re so valuable, the logic goes, schools should find concrete ways to teach them. And with teaching comes testing — not only to ensure students’ learning can be measured, but so that educators can determine how well the new efforts are working.
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Why I Threw Away My Rubrics

Why I Threw Away My Rubrics | Beyond the Stacks | Scoop.it
I have a rubric that took over ten years of teaching college English to develop. Want to see it?
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Response: Making Grading Practices 'Specific, Constructive & Timely'

Response: Making Grading Practices 'Specific, Constructive & Timely' | Beyond the Stacks | Scoop.it
Myron Dueck, Kristina Doubet, Jessica A. Hockett, Roxanna Elden, Mark Barnes and Bill Ivey share their suggestions on effective grading practices.
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It's Time to Co-Design Assessments With Students

It's Time to Co-Design Assessments With Students | Beyond the Stacks | Scoop.it
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.
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Students 'Self-Assess' Their Way to Learning

Students 'Self-Assess' Their Way to Learning | Beyond the Stacks | Scoop.it
In a growing number of schools, student self-assessments are just another part of the learning process.
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PBL: What Does It Take for a Project to Be "Authentic"?

PBL: What Does It Take for a Project to Be "Authentic"? | Beyond the Stacks | Scoop.it
John Larmer of the Buck Institute for Education looks at the criteria determining whether or not project based learning is authentic, and how important this distinction might be.
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53 Ways to Check for Understanding

53 Ways to Check for Understanding | Beyond the Stacks | Scoop.it

"This big, printable list of assessment strategies will help you identify new ways to check for understanding and verify what students have learned. Read more about these strategies in the associated post: "Dipsticks: Efficient Ways to Check for Understanding. http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley "

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What If Tests Were Only Used for Guidance, Not Consequences?

What If Tests Were Only Used for Guidance, Not Consequences? | Beyond the Stacks | Scoop.it
As opposition to testing rises nationally, the NAEP offers a sharp contrast: it provides insight into K-12 education without imposing consequences on anyone.
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Don't Use SAT and ACT as Your High School Tests, Study Urges

States should not use the SAT or ACT to measure high school achievement because those exams don’t fully reflect states' academic standards, and could distort what's taught in the classroom, according to a paper released Tuesday by Achieve.
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Thinking Like a Coach | Edutopia

Thinking Like a Coach | Edutopia | Beyond the Stacks | Scoop.it
Coaches model skills and show athletes how to improve with practice. Feedback on student writing can work the same way.
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It’s time to let it go, part 1

It’s time to let it go, part 1 | Beyond the Stacks | Scoop.it
Imagine that your academic crush is coming to town. You have followed her work for years; you’ve read her book; and, you can safely say that her work has made an indelible, positive impact on your life. You learn that this crush will be giving a talk at the local auditorium, so you quickly make your reservations and anticipate the event until its arrival.
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How to Build Self-Assessment Into Jampacked High School Classes

How to Build Self-Assessment Into Jampacked High School Classes | Beyond the Stacks | Scoop.it
Three strategies to ensure students are thinking critically about their work and developing metacognitive skills that will serve them in the future.
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Assigning More Writing—With Less Grading

Assigning More Writing—With Less Grading | Beyond the Stacks | Scoop.it
Check out four best practices for teaching writing that can help you improve student learning without creating a mountain of grading work.
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Data Driven Duds: The Problem with Formative Assessment

Data Driven Duds: The Problem with Formative Assessment | Beyond the Stacks | Scoop.it

Who is assessment for? That’s a fundamental question for any teacher and any assignment--what data or feedback does this work provide and to whom? How? What comes next? Why?
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The Research Files Episode 23: Bias in grading

Are teachers ever influenced by bias when it comes to grading student work? This is the focus of a new report from researchers at the University of New England.
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Redos and Retakes Done Right

"Allowing students to redo assignments and assessments is the best way to prepare them for adult life" argues Rick Wormeli.
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5 Fantastic, Fast, Formative Assessment Tools

5 Fantastic, Fast, Formative Assessment Tools | Beyond the Stacks | Scoop.it
With tools like Socrative, Kahoot, Zaption, Chatzy, and Plickers, teachers can use tech for immediate feedback about how students are learning and understanding the lesson.
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We Aren't Using Assessments Correctly

We Aren't Using Assessments Correctly | Beyond the Stacks | Scoop.it
Testing data should be used as a tool to enhance instruction and learning for teachers and students, writes John Hattie.
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How Should We Measure Student Learning? Five Keys to Comprehensive Assessment

How Should We Measure Student Learning? Five Keys to Comprehensive Assessment | Beyond the Stacks | Scoop.it
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.
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The Inconvenient Truth About Assessment

The Inconvenient Truth About Assessment | Beyond the Stacks | Scoop.it
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.
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