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Avoiding ambiguous and meaningless grades ("quiz 5") and replacing with skills-based assessment. Heavy PBL focus.

NCTE framework for curriculum and assessment of 21st Century skills.

standards for assessment of reading and writing that include a focus on digital literacies

[DOC] Instructions for Classroom Dynamic Criteria Mapping Instructions for Classroom Dynamic Criteria Mapping © 2005 Bob Broad Dynamic Criteria Mapping (DCM) is a process by which you and your students can discover what you, the instructor, value in student work. DCM yields a more empirically grounded, more detailed, and more useful account of your values than traditional rubrics can. The process is a streamlined form of grounded theory (as summarized by Strauss and Corbin in Basics of Qualitative Research, Sage 1998). Here is a brief set of instructions by which you can try classroom DCM. Read What We Really Value: Beyond Rubrics in Teaching and Assessing Writing by Bob Broad (Utah State University Press, 2003). The book offers historical and theoretical background on DCM, a detailed example of DCM in action, and more specific instructions on how to undertake the process at both the classroom and programmatic levels. Collect data. Once you have handed back to your students two or three substantial sets of responses to their work, ask your students to gather together those responses and bring them to class on the appointed day. Ask students to prepare by noting specific comments you made, in response to specific aspects of their work, that show something(s) you value. Note: you show what you value both in those qualities whose presence you praise and in those qualities whose absence you lament. On the appointed day, ask students to work together to generate a long list of qualities, features, or elements of their work that you have shown you value. Ask for illustrations or quotations that demonstrate each value they identify. Ask for passages or excerpts from their work that demonstrate those values. Analyze the data. After you and your students have created a large "pile" of evaluative statements and indicators, it is time to analyze the data to create a representation ("map") of your values. The key is not to rush this

The most dreaded word in school reading for students: book reports. Teachers assign them, viewing them as a necessary component of assessing reading comprehension. So, how can we as teachers continue to monitor our students understanding of reading material without killing the love of reading? Enter technology.

Here are some word parts and practice exercises to use as part of vocabulary instruction. The first ones incorporate review of the previous words, because vocabulary should be assessed cumulatively (and because practice makes permanent :)).

IRA Reading Radio interview with Peter Johnston about assessment standards related to digital literacy learning

essentiel à la construction de séquence

Fall 2010 article by Alfie Kohn about things that don't work, and things that do for encouraging a real LOVE of reading. Includes some challenging comments about motivation and traditional methods for teaching reading.