Archive for February, 2008
Data Driven or Driven to Data?
Thursday, February 28th, 2008One of the essential purposes of quality classroom assessment is to produce and record data by which teachers and students can make instructional and learning decisions. We are quite accustomed to working with data derived from standardized assessment whether they be state assessments such as TAKS or local assessments such as district checkpoints. We have [...]
Minutes with Charlie - Eight
Tuesday, February 26th, 2008 Three questions confront students in the learning process. In order to succeed in the mission of learning, the students must be able to answer all three. A quality classroom assessment program provides the student with the answer to all three on a regular basis.
The second of the three questions is “Where am I [...]
Thoughts on Learning Targets
Friday, February 22nd, 2008One of the core competencies of classroom assessment is the presence of clearly defined, understood, and articulated learning targets. If a learning target is not clearly defined we will have the teacher instructing in a quite unfocused manner as well as the student aiming at an unclear target. If it is clearly defined, it is [...]
“Feedback” - What Difference Does It Make?
Friday, February 22nd, 2008Feedback given to students from teachers often serves to be the hinge-pin upon which the success or failure of student learning swings. Feedback can be both the instrument that serves to propel a student to greater learning or an instrument that stifles any advancement in learning or even the motivation to learn.
The difference between the [...]
Minutes with Charlie 7
Tuesday, February 19th, 2008 Three questions confront students in the learning process. In order to succeed in the mission of learning, the students must be able to answer all three. A quality classroom assessment program provides the student with the answer to all three on a regular basis.
The first of the three questions is “Where am I [...]
Minutes with Charlie 6
Tuesday, February 19th, 2008 “Student involved classroom assessment” should be as normal in our classrooms as “student involved classroom learning”. Yet, as we strive to insure the student is actively engaged in learning we have not taken steps to likewise insure that the student is involved in assessment.
We easily see where and why students should be involved [...]