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Assessment

This tag is associated with 12 posts

Not Grading is Awful

Cross posted from my own blog; Blogging Through the Fourth Dimension. I am just going to admit it; not grading sucks!  Not grading means I cannot assign an average, translate it into a grade and be done.  Not grading means I have to have anecdotal evidence to back up my final grade on the report card, … Continue reading

Students should be at the center of Authentic Assessment

What is Authentic Assessment? What is the purpose of assessment, grades, tests? It is not enough to just assess what students know or don’t know and mark it in a book or relay it to the parents, twice a year at conferences. I think assessment should be used solely for the the betterment and growth … Continue reading

I learn for a living!

Recently, a blogger friend commented on my personal blog: “It is hard to imagine myself as a once great curious and academically thriving student!” When I read that I had hard time thinking of a meaningful answer, but I think I have one after attending http://edcampvancouver.org yesterday! Bunch of educators gathered together to discuss various topics, among … Continue reading

What is My Grading Philosophy?

Today I had an important conversation with my instructional director. My professional focus for growth this year has been to really hone my assessment skills. I have begun to use more techniques to check for understanding, I have begun to break down my teaching into manageable goals and I have really begun to take seriously … Continue reading

Joy in Standardized Tests?

Much of the conversation in response to this weeks’ blog posts has centered around joy in learning and joy in school. Here’s my story of this past week. I am my school’s testing coordinator.  This is my first year doing it and we are doing all of our state tests online.  I am coordinating 10 … Continue reading

What Was Life Like Before Standards And High Stakes State Tests?

First, let me give credit to Becky Fisher (@beckyfisher73 on Twitter, who blogs at The Calculus of the  Classroom) for her help with this post. She brilliantly uncorked the thoughts and opinions expressed here. As I read “Subverting Myself” and “Start Doing The Minimum…And The Maximum” it occurred to me that I have been teaching … Continue reading

Start Doing The Minimum…And The Maximum

I’m a big fan of doing the minimum…and the maximum. The key is understanding at which point doing “the minimum” is better than doing “the maximum” and when doing “the maximum” is absolutely necessary. Here are two examples: Do the minimum when you write your lesson plans. I’m not saying don’t plan, and I am … Continue reading

Why Can’t My Kids’ Writing Be Proof They Can Write?

This week’s question:    How might we leverage or scale up authentic assessment models to challenge (or supplant, I add) standardized, high stakes tests? 1.  First, make sure teachers have a clue what authentic assessment is. 2.  Then, make sure teachers understand deeply what authentic assessment is. 3.  Be sure to check whether teachers know … Continue reading

Moral Assessment and Compromise

High stakes testing is a broken system. It is an industry, not an education. It’s a sorting mechanism, not a driver of equity. It discourages differentiation. It discourages student and teacher discretion in learning. It perpetuates low-level learning with crude pass/fail punishment and reward systems. It’s inauthentic. We didn’t start with a blank slate, design … Continue reading

Turf Wars and Democracy

This week’s catalyst question is “How are students, teachers, and administrators fostering or getting in the way of democratic education?” My post will show that fostering or inhibiting democratic actions sometimes happens deliberately and sometimes not so purposefully. I am a Gifted Resource Teacher and in my system, that means that quite a bit of … Continue reading

Compulsory Standards for a Participatory Framework?

When developing Common Content or Core Standards the first step is understanding that, more often than not, they get in the way of promoting democratic school structures. There is nothing more “undemocratic” than mandating specific knowledge for every individual to know and eliminating all possible choice when it comes to scope and sequence. There is … Continue reading

Schools Must Become Democratic Institutions

In a democracy, public education should promote models and policies for schools that provide students direct, personal experience with democratic ideals of choice, equality, freedom, and shared power. As much as we want to “teach content” and “cover curriculum,” we can’t drop out of the sky into students’ pre-exisitng communities and the midst of their … Continue reading

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