Contributed by Susan Creighton In my previous blog post, “Using Formative Assessment to Create Active Learners,” I listed five key practices that teachers can use to help students learn to make use of their own formative assessment data. Here, I discuss Practice #4 from that list:
As a young child, I remember my Mom teaching me how to remember all of the conjunctions (those little words that connect words and parts of a sentence to other parts of the sentence). She told me the conjunctions were “and”, “or”, “but”, or “nor”
Contributed by Susan Creighton In my blog post, “Using Formative Assessment to Create Active Learners,” I listed five key practices that teachers can use to help students learn to make use of their own formative assessment data. Read Practice 1 and Practice 2. Here, I discuss
Many people associate the term “formative assessment” with something teachers do to gauge student understanding and adjusting instruction accordingly, mostly through embedded instructional tasks. While this is an important part of formative assessment, the real “bang-for-your-buck” with formative assessment comes with implementing a host of
Read "Time for a Revolution," an excerpt from Mark Barnes's new book, Assessment 3.0. Assessment 3.0: Throw Out Your Grade Book and Inspire Learning Most educators take for granted that “A-through-F” grades are the best measure of learning. But Mark Barnes’s formula for feedback, titled SE2R (Summarize, Explain,
Read Assessment 3.0 - Tips for Success, an excerpt from Mark Barnes's new book, Assessment 3.0. Assessment 3.0: Throw Out Your Grade Book and Inspire Learning Most educators take for granted that “A-through-F” grades are the best measure of learning. But Mark Barnes’s formula for feedback, titled
Read an excerpt from Ch. 6, "Feedback in a Digital World," from Mark Barnes's new book, Assessment 3.0 (publishing February 3, 2015). Assessment 3.0: Throw Out Your Grade Book and Inspire Learning Most educators take for granted that “A-through-F” grades are the best measure of learning. But Mark
More than twenty years after Dr. Carol Dweck initiated her groundbreaking research on the power of mindsets, her findings have influenced a growing conversation about resilience, perseverance, and grit as determinants of student success. Her derivatives of attribution theory, growth mindset versus fixed mindset, have
This post was originally published on Common Formative Assessments by Larry Ainsworth. How can teachers really know what their impact is on student learning? As educators, we want to make learning visible to our students. We constantly look for new ways to maximize our impact. We have