Group items tagged

An overwhelming majority are convinced that their best learning takes place when they have a chance to submit an early version of their work, get detailed feedback and criticism, and then hand in a final revised version. ... Students improve and are engaged when they receive feedback (and opportunities to use it) on realistic tasks requiring transfer at the heart of learning goals and real-world demands."

meaning and transfer

This study concluded that "students who received assignments requiring more challenging intellectual work also achieved greater than average gains on the Iowa Tests of Basic Skills in reading and mathematics, and demonstrated higher performance in reading, mathematics, and writing on the Illinois Goals Assessment Program. Contrary to some expectations, we found high-quality assignments in some very disadvantaged Chicago classrooms and [found] that all students in these classes benefited from exposure to such instruction. We conclude, therefore, [that] assignments calling for more authentic intellectual work actually improve student scores on conventional tests.

Research by Fred M. Newmann

Tests don't just measure; they teach what we value.

Increasing formative assessment is the key to improvement on tests of all kinds, including traditional ones.

improving the quality of classroom feedback offers the greatest performance gains of any single instructional approach