Dr. Dylan Wiliam is an incredibly valuable resource for teachers working to embed minute-to-minute formative assessment into their lessons and units. We’re happy to share the following techniques that he recommends. If you’d like to check out his new book, read the first chapter here. 1. Marking for improvement When
All those who produce tests claim that their tests are valid and reliable. Unfortunately, such claims are meaningless, because tests cannot be valid, and they cannot be reliable. A failure to understand why such claims are incorrect means that the substantial power of assessment to support learning is often lost.
By Rick Stiggins Assessment is the process of gathering evidence of student achievement to inform educational decisions. The list of truly important instructional decision makers who want and need to be informed by assessment results is long and the array of decisions they face is complex. Local school district assessment
By Susan Brookhart Some conferences review and present information for audiences that aren’t familiar with it. For example, I might go to a conference to learn more about an assessment technique that already exists. But the BEST conferences create new information. The synergy of the event takes speakers’ and participants’
By Shannon Pretorius You have the most amazing math lesson planned for today. It is interactive, engaging, requires student collaboration, and you didn’t even have to spend your own money to fund it. Students will be analyzing classroom objects based on their attributes and classifying them into specific geometric categories.
By Jay McTighe In this era of accountability, educators throughout the nation are under pressure. Administrators are held accountable for student achievement in their schools as gauged by standardized tests. Increasingly, teachers’ evaluations include a percentage based on the results of test scores (at least in the tested grades and
By Carla Moore For years, we’ve had a serious problem in education. The heavy emphasis on high-stakes testing has prevented teachers from getting timely, actionable evidence of student learning. Ultimately, when a test score, issued after a student is no longer in a given classroom, indicates that the student did
By Dr. Dylan Wiliam Embedding Formative Assessment, which I wrote with Siobhán Leahy, is designed specifically to help individual teachers develop their practice of formative assessment on their own or with small groups of colleagues. Here are some suggestions for practical techniques you can try in your classroom right now.
Guest Post by Dr. Marcia L. Tate Whether we like it or not, students see assessment results as tangible, visible evidence of their worth and value. In the workshop I teach by the same name as this blog, I read a story called First Grade Takes a Test. This story
By Scott Sterling Assessment, generally speaking, is critical to educational success. Although the debate can still rage on about high-stakes testing, formative assessment is a crucial part of any successful classroom. Dr. Marcia Tate’s new book, Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They’re Learning?, attempts to bridge