Formative assessment continues to be the single most effective conceptual framework for raising achievement, its elements ranking high in Hattie’s effect sizes. In practical terms it consists of the following: a culture which promotes trust, equity, self-efficacy and the language of learning; students activated as
Teacher clarity is one of the high yield practices for building assessment-capable learners (Frey, Hattie, Fisher 2018). Included in teacher clarity is communicating learning intentions and success criteria, which is also a focus of one of NCTM’s eight effective mathematics teaching practices: Establish mathematics goals
While the concept of student-owned assessment is becoming more widespread, ways to engage and activate students as assessors are less familiar. John Hattie (2012) describes assessment capable learners as those who ask where they are going, how they are going, and where to go next.
In 1970, an actor played a lecturer, aptly named “Dr. Fox” at the University of Southern California School of Medicine. Dr. Fox was presented as an expert in the field of Game Theory and proceeded to present a lecture that included, by design, a high dose of excessive
With so much discussion about defining high quality professional development, we talk about strategies for engaging adult learners, giving educators usable take-away strategies, and coaching implementation in real-world instructional settings—all while maintaining a focus on improving student learning. Two main themes coming out of Dr. John