If, for example, I were to limit my workday to 9 hours, of which 7.5 were in school, how could I conceivably read and correct papers from the vast majority of my 192 students in order for those corrections to be part of a meaningful learning experience? Do I limit the amount of work I assign in order to keep up with it? Do I shortchange the feedback to which my students are entitled? Do I allow the responsibilities of effective teaching to consume time that should be available for things outside of my school responsibilities? None of the three choices is truly acceptable, yet in reality for many teachers such are the options from which they can choose. Choices like this are just one example of the pressures that many good teachers experience, and that can help drive them from the profession.
karen sipe on 24 Mar 10This Intel site has examples of assessment plans for elementary and secondary. There is also a tab for assessment strategies. The completed plans have curriculum framing questions an assessment timeline and links to clearly define what was part of each specific assessment on the timeline.
