Not everyone is comfortable with re-do’s and re-takes, which are more appropriately recognized as re-learning (or learning properly) and re-assessing. Some of us experience pushback when suggesting these practices to colleagues, then succumb to those pressures thereby denying their use in our classes. As a result, our students don’t learn the required content and skills.
Read More… from Re-Learning and Re-Assessing: Practical Tips
It is time to reframe how we talk about this learning interruption There is a lot of discussion right now about the “learning loss” experienced by our students after a year of disrupted education. Yes – it is true that many students have not attended school in-person five days a week with immediate access to
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COVID-19 has challenged us to re-envision education. Every aspect of “best practice” is currently up for re-examination and debate, from current academic practices to recommendations on how to best develop meaningful curriculum to how to cultivate meaningful relationships with students/families. In the process, we have also discovered that it is not enough to make education
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Using a simple checklist can help educators design quality assessments When Ken O’Connor’s daughter was in 7th grade, she was given an assignment that included a detailed rubric. He spent time with her unpacking the rubric so that she understood the expectations. After much hard work, she produced what he thought to be an excellent
Read More… from Assessing with Instructional Integrity Before, During and After the Pandemic
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Upsetting the Apple Cart Not Always a Bad Thing
Read More… from Upsetting the Apple Cart Not Always a Bad Thing
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Assessing student knowledge with meaningful, equitable, and student-centered approaches
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