When asked about their grades, students often respond, “I don’t know!”—not out of dishonesty, but due to a lack of clarity in grading. When you ask teachers what their biggest grading challenge is, they are likely to reply, "not enough time” or "I have so much
The post-pandemic reality is that students have lost faith in themselves as capable learners. Many didn’t return to school and we currently face a storm of chronic absenteeism, high dropout rates, and frequent emotional crises among teens. Far too many students are giving up and
Feedback is everywhere. Teachers offer it in the lab, on the playing field, in the music and art room, at the table, and in just about every teaching and learning space in our schools. We know from decades of research that feedback is a significant driver for
Over the years in preservice and in-service settings, we’ve asked, “What’s the first thing that comes to mind when you see or hear the word feedback?” And here’s what some of the sticky notes written by teachers reveal about many peoples’ initial thinking. Timely Noisy
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.
Contributed by Kathy Glass In my books Mapping Comprehensive Units to the ELA Common Core, K-5 and 6-12, I provide a rationale and suggestions for how teachers can use student checklists within an instructional program. There are a number of writing checklists that educators can download