Category Archives: Linking Assessment to Learning

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 sofa. Upon completion, he declared, “Look! I wrote my story in grown up writing!” (For those of you … 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 student, we asked each participant to write a few words on a post-it to describe a disengaged student. The completed post-it notes were attached to a white board. … Continue reading

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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

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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

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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 become the bane of any educator’s existence. … Continue reading

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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

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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 does little to provide information about student learning. In the jargon of assessment development, test questions … Continue reading

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