Formative Assessment

December6

This post starts with my response to a question that Larry Ferlazzo asked¬†about formative assessment and that I responded to on his EdWeek blog. There were many excellent responses there, and I urge you to read them here.¬† I’ve expanded that response to look at an example of what won’t work.

My first thought is that it is not a final, but should give students, and teachers, interim feedback about where the student is at. This leads to the idea that they should also have the chance to act on that feedback and be either re-assessed, or have another chance to show they have mastered the content. It should not be a first and last chance to show knowledge and/or mastery. Read the rest of this entry »

Week in Class: Unit Two 2014

November25

Clock Number II

It’s been awhile since I’ve done an update. In that I time I’ve started new units (plans here), and I’m finishing up the first group of topics (expressions and equations) in mathematics. Read the rest of this entry »

Week in class: Week Seven (and Eight) 2014

November2

7

I know I’m behind, but bear with me…

Read the rest of this entry »

Week in Class: Week 5 (and 6)

October12

5
I know, my posting is more bi-weekly than weekly at this point. My schedule is a little crazy now at home and with local elections, so forgive the tardiness. Here it goes…I’m still getting to know this class but they are a lot more compliant than ones of the past. At this point they are exceptionally well behaved in class for sixth graders. Due there less obtrusive natures, and my absences for the reasons listed above, I haven’t gotten to know them as well as I’d like at this point, but it’s still only a little over a month into the school year. Read the rest of this entry »

Making recall tasks complicated is not “complexity”

October2

Proving a point I’ve been trying to make for a while about CCSS ELA, Tom Hoffman takes a look at his daughter’s homework:

Of course, the right answer is “Was that there yesterday?” which you’d know if you read the text. Really the problem is just that the question does not refer specifically to the text. I guess what is creepy about this one is that I understand that part of schooling is giving banal answers to banal questions. But conditioning kids — and I mean “conditioning” — to bubble in “citations” as banal answers to serious, open-ended philosophical questions like “What kind of questions can art make you ask?” is… disturbing.

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