What would happen if the roles were flipped and students asked the questions? Dan Rothstein and Luz Santana document a step-by-step process to help students formulate and prioritize questions about nearly everything.
If the students don't recognize assessments as a chance to show their learning, then these things aren't even assessments; they're something altogether alien to real learning. Fortunately, there are many approaches we can take within our own classrooms to change this situation.
Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! At best, students can narrate what they did, but have trouble thinking abstractly about their learning - patterns, connections and progress.
This article explains three specific actions that we can take to improve our questions. To begin with, we need to get students talking rather than the teacher talking. Second, prepare the questions when you plan the lesson. And third, scaffold the questions.
A table adapted from Student-Involved Assessment for Learning that gives a picture of how appropriate various assessment methods are for a variety of learning target types
It takes more than collecting data or creating on computers to be a 21st century school. If educators are not having students publish regularly in thoughtful, authentic, and relevant places they are NOT preparing them for today or tomorrow.
The formative assessment process guides teachers in making decisions about future instruction. Here are a few examples that may be used in the classroom during the formative assessment process to collect evidence of student learning.
This activity types taxonomy for science introduces a range of student learning activities for teachers to consider when building lessons that strive to effectively integrate technology, pedagogy, and content.
This activity types taxonomy for mathematics introduces a range of student learning activities for teachers to consider when building lessons that strive to effectively integrate technology, pedagogy, and content.