Category Archives: Assessment

Formative and summative assessment is explored through the lens of fairness and equity.

Becoming a Writer: What We Learn From a Child’s First Stories

My son’s first story consisted of a series wavy lines and curlicues written in black marker across the back of a leather couch. And for those of you who are wondering, yes, it was a permanent marker. With great pride, … Continue reading

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Re-framing Conversations About Disengaged Students

At a recent a professional learning session focused on re-engaging the disengaged learner, we greeted each participant and asked them to describe a disengaged student on a post-it note. After the completed post-it note was attached to a white board, … Continue reading

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Assessing Student Writing Part 2: An in-depth look at the process

The Beyond the Apple video “Assessing Student Writing Through an Appreciative Lens” starts the conversation about assessing student writing with the idea of listening to a student’s writing before “seeing” a student’s writing. The writing of an elementary student is … Continue reading

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Exit Slips and Feedback Revisited

Let’s face it . . . when we rely on essays and tests to gather information about student learning, not only do students become essay and test weary, the process of assessment development, marking, and providing feedback can be the … Continue reading

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Meaningful Feedback in Minutes

With advance preparation and planning, meaningful feedback does not need to take exorbitant amounts of time. Here’s a road map that not only reduces the time needed to provide meaningful feedback in minutes, it increases the student’s understanding that a … Continue reading

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Writing Fair (Equitable) Assessments

A well-written test, quiz, or examination will complement the many other forms of classroom assessment we use. A poorly written test, quiz, or examination is invalid; it does little to provide information about student learning. In the jargon of assessment … Continue reading

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1st TODIE??? The Anatomy of an Error

Deconstructing the cognitive processes involved in noticing and correcting an error is a great opportunity to become familiar with the layers of thinking an error provokes. Here’s an example: On first glance, I read the title of this James Patterson … Continue reading

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