Group items tagged

Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.

It's time to evolve our grading practices. We believe there are four primary characteristics of effective grading. Grades should be accurate, consistent, meaningful, and supportive of learning. Let's examine why these characteristics are so important and how we can achieve them.

An overview of Constructivism and comparison to our well-loved Socratic Methods.

I went to the playground today with my son, and realized that the equipment at a playground could be really useful as apparatus for scientific experiments. Here are a few demonstrations

Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought or an event." -- Heidi Hayes Jacobs, 

The Great BAckyard Bird Count is an authentic learning experience ofr hobbyist and the learning sampling methods outside the classroom.