I’m really excited to see that educators are clear about the use of formative and summative assessment.
A More Complete Picture of Student Learning | Edutopia - 0 views
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At the same time, by naming assessments, we may be falling into a trap of being too rigid.
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Our current assessments are geared toward reporting on mastery—often what the grade measures—rather than learning. But we could create assessments that value the learning along the way. Such a system would record not just quizzes, tests, written work, and presentations, but also exit tickets, and even conversations between student and teacher.
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How Good Is Good Enough? - Educational Leadership - 0 views
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Mastery is effective transfer of learning in authentic and worthy performance. Students have mastered a subject when they are fluent, even creative, in using their knowledge, skills, and understanding in key performance challenges and contexts at the heart of that subject, as measured against valid and high standards
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Wooden described his overall method like this: "I tried to teach according to the whole–part method. I would show them the whole thing to begin with. Then I'm going to break it down into the parts and work on the individual parts and then eventually bring them together"
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The constant process of bringing the parts back together in complex performance is what's routinely missing from many so-called mastery learning programs.
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ChangeLeaders Community - 0 views
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How often do you see learners being ‘blamed’ for not understanding a challenging idea or concept, rather than that being a reflection on the teaching? To what extent is the learning architecture of our schools, the grading, grouping, and scheduling really allowing our students to learn most deeply and powerfully?
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The reality is that today’s schools were simply never designed to change proactively and deeply —they were built for discipline and efficiency, enforced through hierarchy and routinization.
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It comes down to reframing our understanding of schools as learning organizations.
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Want to Assess Noncognitive Competencies? Examine Student Work | GOA - 1 views
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we should deeply examine student work, and this must include robust student self-assessment.
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Unfortunately, many transcripts or report cards simply give course titles and grades. We should have transcripts and final reporting mechanisms that show the whole child, beyond their grades and their work in typical cognitive domains.
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Using noncognitive competencies as assessment tools in courses and student projects is often something that teachers don’t have much expertise in. Many teachers have been hired for their content expertise and they are much more invested in, and/or have been trained in, the assessment and reporting of cognitive competencies.
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