Formative Assessment 8
By Carla Moore Are your students developing high-level cognitive skills? Critical thinking, analysis, generating and testing hypotheses—these are all important goals of revised state standards. As schools implement new standards, we should be seeing much more evidence that teachers are gradually scaffolding student learning to help students reach the highest levels of cognitive complexity. For the […]
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 […]
The latest book in Learning Sciences’ Essentials for Achieving Rigor series is Creating & Using Learning Targets & Performance Scales: How Teachers Make Better Instructional Decisions by Carla Moore, Libby H. Garst, Dr. Robert J. Marzano, Elizabeth Kennedy, and Deana Senn. Success in the Marzano framework hinges a lot on setting the right learning targets, […]
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. […]
We are thrilled to release Dr. Susan Brookhart’s new book, Performance Assessment: Showing What Students Know and Can Do, now 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 […]
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 Scott Sterling, Learning Sciences International Ritual engagement sounds like a scary term, bringing to mind pictures of Mayan sacrifice. It’s actually just the little things you do during a lesson to assess learning informally. If done correctly, they become a habit (hence the “ritual”). For most teachers, this takes the form of periodically asking […]
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