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Category Archives: Linking Assessment to Learning
Re-framing conversations about disengaged students
At a recent professional learning session on re-engaging disengaged students, we asked participants to describe a disengaged learner using just a few words on a Post-it. We then placed the notes on a whiteboard. Then, as people grabbed coffee and … Continue reading
Posted in Linking Assessment to Learning
Tagged accountability, appreciatiev inquiry, disengaged students, edcuational change, feedback, formative assessment, funds of knowledge, learning potential, professional development, professional learning communities, re-engaging students, responsive learning environments
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A Student’s Self Assessment of Listening
Let’s start the conversation with Beyond the Apple’s video about teaching students how to listen: When our students sit up straight, look at the speaker, be silent, and keep hands still and visible, we assume through their posture that our … Continue reading
Posted in Linking Assessment to Learning
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Student Writing: An in-depth look at the assessment and feedback process
Let’s begins this conversation with Beyond the Apple’s video “Assessing Student Writing Through an Appreciative Lens”. This video suggests that learning to assess student writing may begin with listening to a student’s writing before seeing a student’s writing. The writing … Continue reading
Posted in Linking Assessment to Learning
Tagged analytic assessment of writing, appreciative assessment, Appreciative Inquiry, Assessing conventions, Assessing ideas, assessing student writing, assessing the traits of writing, Assessing word choice, feedback, student writing, students who struggle with writing
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Exit Slips and Feedback Revisited
Let’s face it . . . when we rely on tests to gather information about student learning, not only do students become test weary, the process of test development, marking, and providing feedback becomes the bane of any educator’s existence. … Continue reading
Writing Valid (Equitable) Assessments
A well-written test, quiz, or examination will complement the many other forms of formative assessment we use, so it’s important to know the how to’s of valid and equitable test construction. In the jargon of assessment development, test questions are … Continue reading
How to Score Student Work Equitably
Contrary to public perception, scoring student assignments and tests goes well beyond determining whether an answer is correct or incorrect. To score equitably, a teacher needs to be familiar with the art and the science of scoring. It’s an important … Continue reading
Beyond the Apple: Reimagining teaching through professional conversations 
Meaningful Feedback in Minutes
The purpose of feedback is to: acknowledge evidence of progress search for and share evidence of “the known” within the student’s misunderstandings provide the student with a focus for the next steps of learning Here’s an example of a very … Continue reading →