Tag: assessment

The Difference Between Assessment and Testing

Testing is one of the most contentious issues in education today, often creating a wedge between factions of the educational structure, crossing political and social lines. As educators, we know that assessment helps us do our jobs efficiently. What many of us could do without is testing. SO WHAT’S THE

Performance assessment doesn’t talk about how to teach… but how to assess learning

Dr. Susan Brookhart: What Performance Assessment Is… and What It Isn’t

Dr. Susan Brookhart’s book, Performance Assessment: Showing What Students Know and Can Do, is available at the Learning Sciences bookstore. Dr. Brookhart, a former elementary school teacher, also taught at Duquesne University from 1989 to 2003. She was a keynote speaker at the 2015 Building Expertise Conference, discussing the characteristics of

Yes, a room full of 1,600 educators is quite orderly

Rigor and Assessment: Central Themes of Building Expertise 2015

By Scott Sterling Now that we’ve all recovered from last week’s Building Expertise 2015: Journey to Rigor, it’s time to reflect on what we learned and how much fun we had. There were some major themes of the conference that are worth discussing. It was huge! The conference sold out

Performance Assessment Requires Coordinating the “Performance” and the “Assessment”

By Susan M. Brookhart, author of Performance Assessment: Showing What Students Know and Can Do. Most current learning standards ask students to do more than comprehend content knowledge. Performance assessment is a great way to find out how students can use or apply content knowledge or how they implement skills. It only

The golden days of paper testing

Five Creative Solutions to Test Anxiety

By Scott Sterling As carefully as we try to prepare our students for upcoming assessments aligned with Common Core State Standards and other rigorous new standards, their success could hinge on something that has nothing to do with their knowledge or even academics in general. Instead, it could be psychology.

Humans have always been obsessed with time—with good reason

Brain-Friendly Conditions for Assessment

By Scott Sterling In our “brain-friendly” series, building on the work of Dr. David A. Sousa and his book, Brain-Friendly Assessments: What They Are and How to Use Them, we’ve talked about the what, why, and how of assessment: What is assessment, as opposed to testing? Why do we do

What if assessment could look like this?

What Neuroscience Reveals About What We Should Assess in the Student’s Brain

By Scott Sterling At Learning Sciences International, we’re starting 2015 with many exciting developments. One of them is the release of a fascinating new book, Brain-Friendly Assessments: What They Are and How to Use Them, written by Dr. David A. Sousa, a bestselling author and consultant in educational neuroscience. This

Believe it or not, this isn’t the goal

Classroom Formative Assessment Without the Awkwardness

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

Formative assessment is all we have—you can’t hook the kids up to a brain scan

Best Practices in Formative Assessment

by Scott Sterling The “greats” do it without even thinking. Those who are the most organized write it into their lesson plans. The rest of us have good days and bad days with it, and that’s OK. I’m talking about formative assessment, the great equalizer in educational practice—namely because it