Formative Assessment 5
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 is a wonderful illustration of […]
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 the gap between complicated brain […]
By Scott Sterling Formative assessment can be very hit-or-miss. It can be as simple as a show of hands or as complicated as a written assessment. However, the goal is always the same: finding out whether students are “getting it.” Like most things in education, there is a process for effectively monitoring a class’s understanding. […]
By Learning Sciences Dylan Wiliam Center Staff On this blog, we’ve had quite a few posts on teacher collaboration, professional development, and PLC scheduling. It’s important for educators to work together to improve their practice. PLCs are a common structure to foster collaboration and accountability. But they’re not the only way. What’s the difference between […]
By Dylan Wiliam Center staff Formative assessment might be the most critical thing you can do in a classroom to affect student success. In fact, studies have shown 25% to 50% increases in student learning when teachers use classroom formative assessment strategies. These are among the largest gains ever reported for educational interventions. It’s also why Learning […]
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