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01 Jul 11
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In other countries they’ve got assessments that are fewer, that are higher quality, that include predominantly open ended essays and items research projects and scientific investigations, and so when they think about what it means to going to school, and what you should be learning, they take seriously the question of what is the intellectual activity that we want to have going on here.
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20 Dec 10
Judy O'ConnellLatest Post: "TheAssessment Problem" http://bit.ly/bwCo3W
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18 Sep 10
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16 Sep 10
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11 Sep 10
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06 Sep 10
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I think they frame the really huge problem we’re facing with the current assessment regime
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The Ed Leadership essay suggests that while these “21st Century Skills”
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Another curricular challenge is that we don’t yet know how to teach
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Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better.
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It would be like being asked to teach Physics with only a textbook understanding of it. I
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04 Sep 10
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03 Sep 10
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02 Sep 10
Kirsten Olsongood set of responses on assessment
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01 Sep 10
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31 Aug 10
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Nancy WhiteAssessing 21st century skills - we must first have those skills ourselves - and model them. That is how students will learn.
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how can we teach self-direction, collaboration, creativity et al if we’re not practicing those things ourselves? It would be like being asked to teach Physics with only a textbook understanding of it.
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30 Aug 10
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Nancy BlairNice piece by Will Richardson that reflects on an essay by Daniel Willinghan and Andrew Rotherham that was recently re-released by Ed Leadership and an interview last week with Linda Darling-Hamilton. Definitely something to think about.
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A. T. WyattSome thought-provoking quotes with respect to the difference between experience and practice, and how best to develop those skills we claim to value (teamwork, leadership, problem solving) but have little idea how to measure.
teaching philosophy assessment education personal development
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It’s that last part that really hits home, and again speaks to the pressing need for rethinking the professional development we provide to our current teachers, and the preservice preparation we give new teachers. I know this is a recurring theme here, but if we really value these skills (and I think we should), how can we teach self-direction, collaboration, creativity et al if we’re not practicing those things ourselves?
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Claudia CerasoAnother curricular challenge is that we don’t yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division. The plan of 21st century skills proponents seems to be to give students more experien
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Mark SmithersJust want to connect a couple of dots between a very thoughtful, challenging essay by Dan Willingham and Andrew Rotherham that was re-released by Educational Leadership just recently, and another snip from Steve Hargadon’s interview with Linda Darling Ham
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Pru Mitchell"Practice also requires feedback, usually from someone more skilled than you are"
"assessments that are fewer, that are higher quality, that include predominantly open ended essays and items research projects and scientific investigations" -
Ann LuschPost by Will Richardson that parallels some of what we discussed with the Tony Wagner book.
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School’s starting, and it’s 2010 which means we’re in “doing both” mode. We’re making sure the kids pass the test, but we also have to make sure that our own assessments are doing more to evaluate our students ability to do all those other things we want them to be able to do that aren’t currently being assessed.
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Ben WGood quips on what the problem with our current assessment practices compared to actual needs. More questions than answers.
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29 Aug 10
William FerriterJust want to connect a couple of dots between a very thoughtful, challenging essay by Dan Willingham and Andrew Rotherham that was re-released by Educational Leadership just recently, and another snip from Steve Hargadon’s interview with Linda Darling Ham
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