Minutes with Charlie
« Previous EntriesMinutes with Charlie Vol 2 No 2
Monday, September 1st, 2008 Over the next few weeks in the Minutes with Charlie we are going examine some general principles regarding the use of classroom assessments to promote student learning.
This week we will consider that, “We must broaden our classroom assessments in order to avoid the narrowing of learning.” Conversely, we must broaden our assessments in [...]
Minutes with Charlie vol 2 no 1
Monday, August 25th, 2008 Great enthusiasm, fresh hope, and renewed vision mix with imposing challenges and changes to form all the emotions associated with the beginning of a new school year.
We will once again produce Minutes with Charlie this school year. The purpose of Minutes is to provide information on various aspects of classroom assessment and to [...]
Minutes with Charlie - 18
Monday, May 12th, 2008 Once understanding the concept or definition of common assessments - collaboratively developed formal measures of essential student learning, standardized across the discipline that are administered in a systematic, timely fashion whose results are disaggregated, analyzed, compared and contrasted for the specific purpose of improving student achievement- the next step is beginning the development process.
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Minutes with Charlie - 17
Monday, May 5th, 2008Common assessments have been part of the educational landscape for many years. Many campus, grade level or subject area teams have engaged in developing and using common assessments. Both research and most instructional leaders recognize that common assessments, properly developed and used promote increased student achievement. However, the common understanding regarding common assessments is [...]
Minutes with Charlie - 16
Saturday, May 3rd, 2008An important part of harvesting the benefits of a quality assessment program lies in the proper and effective use of data garnered from the assessments. In the last few Minutes we have examined the traits and development of summative assessments of assessment of learning. We will now examine the proper and effective use of [...]
Minutes with Charlie - 15
Sunday, April 27th, 2008The distinction between assessments of learning and assessment for learning is vital if we are to develop and use a balanced assessment program. In simplistic terms, assessments of learning are assessments of the amount of learning accomplished at the end of a unit of study. Assessments for learning are assessments for the purpose of improving [...]
Minutes with Charlie - 14
Sunday, April 27th, 2008Most of the Minutes with Charlie deal with either topics relevant to both assessment of and assessment for learning or topics that relate specifically to assessment for learning. This is because assessment for learning should be the most frequent type of assessment we give and it produces the greatest benefit in regard to student [...]
Minutes with Charlie 13
Monday, April 14th, 2008The fourth type or category of learning target that we will consider is that of the product targets. Products are things created by the student that will give evidence of knowledge and understanding, reasoning, and/or skills. When the standards or TEKS call for the student to create or produce something, it usually calls for [...]
Minutes with Charlie 12
Monday, April 7th, 2008 The third type of learning target from an assessment perspective is that of a skill target. Skill targets are in essence performances that must be demonstrated by the student and observed by the teacher and others to be assessed.
In skill targets it is the doing of the skill that holds primary importance. In [...]
Minutes with Charlie - Eleven
Monday, March 31st, 2008 The second type of learning target from an assessment perspective is that of a reasoning target. Reasoning targets are in essence related to the mental process of applying the knowledge and understanding in various situations or problems.
We often hear teachers say something along the lines of “these kids just don’t know how to [...]