As a successful teacher, you keep student achievement at the forefront of your work. Although you are faced with the vastly different learning styles of your highly diverse students, your goal is to design your classroom environment and instruction in a manner that allows for
This article was originally published on SmartBlog on Education. It can happen innocently on the first day of kindergarten when the teacher says to the class, “Who can tell me the …?” and then calls on one student to answer the question. Walk into most classrooms
Peer Assessment in Action When I think of Peer Assessment, I think of the typical interactions I have with colleagues when we are planning our next steps in the schools that we serve. Prior to our meeting, we determine the success criteria. Success criteria are the
Build in structures and routines to help students learn to self-assess their learning against the success criteria 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
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:
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
A previous blog, “Using Formative Assessment to Create Active Learners,” listed five key practices that teachers can use to help students learn to make use of their own formative assessment data. Here, I’ll discuss the second of those practices: Revisiting learning targets together throughout a lesson. To
Contributed by Susan Creighton The previous blog, “Using Formative Assessment to Create Active Learners,” listed five key practices that teachers can use to help students learn to make use of their own formative assessment data. Let’s look closer at the first of those practices: Sharing learning targets
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
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