This link has been bookmarked by 18 people . It was first bookmarked on 04 Apr 2008, by Paul McKenzie.
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28 Sep 13
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20 Nov 11
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Teachers' standards should be much higher than the test designers' standards, which are minimal.
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reporting a student's profile of achievement
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bsolute achievement, relative progress, scores for specific writing skills (not writing as a whole), and so on.
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expanding the assessment repertoire
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report the profile of achievement and compare students to standards or norms
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qualifying language or context of expectations
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report performance on a novice-expert continuum.
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describes what a student should have mastered
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steps delineated and explained along the way
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report individual progress.
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Begin where you know you have a mismatch between an outcome you value and the way you now assess it
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adding another type of assessment that's rich and interesting.
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give students scoring rubrics and other insight into what criteria is applied to assessment
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have kids practice peer review
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Self-assessment and self-adjustment are at the heart of better performance.
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esign assessments backward from the task, asking at each step of the way "What's the evidence I need of children's understanding? Will this assessment get at it?"
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find assessments — such as presentations by each student on an aspect of a collective project — that pull out information about each child
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expanding your pile of evidence
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rigorous local curriculum and assessment system
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Teachers' standards should be much higher than the test designers' standards, which are minimal.
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19 Nov 11
Glynnis Perruccioweek 9 assessment
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assess student performance, they're not placing value or judgment on it — that's evaluating or grading. They're simply reporting a student's profile of achievement.
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absolute achievement, relative progress, scores for specific writing skills (not writing as a whole), and so on.
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profiles of achievement?
Parents at schools that have switched from report cards to narratives often say, "This is great, but how is Johnny doing?" -
novice-expert continuum. Teachers draw up a rubric that describes what a student should have mastered from the novice to the expert level, with steps delineated and explained along the way.
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give students scoring rubrics and other insight into what criteria is applied to assessment — secrecy should be minimal — and have kids practice peer review. Self-assessment and self-adjustment are at the heart of better performance.
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rethink using the diorama as assessment or use other types of assessments, such as oral presentations, in conjunction with it.
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Many teachers think that they have to teach worse in order for their students to get better scores on standardized tests. Not true. The tests are usually simplistic and generic, so if teachers have a rigorous local curriculum and assessment system, their students should do very well.
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04 Apr 11
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02 Apr 11
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experiment with adding another type of assessment that's rich and interesting
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Also, give students scoring rubrics and other insight into what criteria is applied to assessment — secrecy should be minimal — and have kids practice peer review. Self-assessment and self-adjustment are at the heart of better performance.
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Teachers need to design assessments backward from the task, asking at each step of the way "What's the evidence I need of children's understanding? Will this assessment get at it?"
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If a school's policy is to give letter grades only, what can an individual teacher do?
There's nothing to prevent teachers from expanding their modes of assessment while still living in a letter-grade world. Assessment reform is about getting different and richer information about students' performance, all of which teachers can factor into a grade. It's a matter of expanding your pile of evidence, not necessarily changing the grading system.
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30 Nov 10
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04 Aug 10
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05 Apr 10
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When teachers assess student performance, they're not placing value or judgment on it
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"profile of achievement"
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evaluate a player's performance, you must factor in other information, such as: Is the player a rookie who has a low batting average in general, but a high average for a rookie?
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give students scoring rubrics
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Self-assessment and self-adjustment are at the heart of better performance.
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"What's the evidence I need of children's understanding? Will this assessment get at it?"
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assessing cooperative projects
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Many teachers think that they have to teach worse in order for their students to get better scores on standardized tests. Not true. The tests are usually simplistic and generic, so if teachers have a rigorous local curriculum and assessment system, their students should do very well. The test designers aren't interested in teaching through the test — all they're trying to do is find the quickest and easiest way of getting at some basic skills. Teachers' standards should be much higher than the test designers' standards, which are minimal.
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10 Feb 10
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26 May 09
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03 May 09
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19 Nov 08
Anne BubnicAssessment Guru Grant Wiggins on Measuring Student Progress. All the talk about changing the way we measure student progress raises important questions. What do we mean by assessment - as opposed to grading? How do you design reliable assessments? Should you "teach to" standardized tests? How can you evaluate an individual performance on a cooperative project? And how do we explain it all to parents? To get answers, Instructor senior editor Meg Bozzone interviewed assessment expert Grant Wiggins, president of the nonprofit Center on Learning Assessment and School Structure (CLASS).
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16 Jun 08
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04 Apr 08
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02 Mar 04
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