In articles and presentations on student feedback, educators are admonished today to use "No grades, comments only!" Unfortunately, they do not seem to know the whole story, nor do they seem to know what the research really says, guest blogger Thomas R. Guskey, a senior research scholar at the University of Louisville.
Recently in Data Driven Decision Making Category
June 23, 2019
April 04, 2017
Saying "data" in conjunction with student learning often feels sterile and uncaring. However, data is much more than just numbers, and you can learn more about it in this blog.
September 13, 2016
John Hattie's research is often seen as complicated but it doesn't have to be. DeWitt explores the basics of Hattie's research, and how to go deeper, in this blog post.
June 08, 2016
Social media offers us a plethora of opportunities to chase after silver bullets that may or may not help us with our issues. Sometimes we need to take a big step back first and ask, "Who knows what's best for students?"
May 22, 2016
Many preservice teachers are just graduating, and a brand new teaching experience awaits them in the fall; and it's one that they will have to negotiate without a net. Hopefully their professors have prepared them, but there are at least 10 areas that they need to have on their minds when they enter the classroom.
April 19, 2016
Walkthroughs can offer enormous learning opportunities for teachers and leaders, but unfortunately they focus on at least 8 myths that aren't offering the biggest bang for the buck.
March 28, 2016
Instructional coaches help teachers understand the impact they, as teachers, are having on their students. This tool may help instructional coaches understand the impact they are having, as coaches, on the teachers they work with.
February 23, 2016
How do we get leaders and policymakers to step away from the autopsy model of assessment that state tests seem to focus on?
February 15, 2016
With random talk partners as the classroom set-up, students are already involved in mixed-ability learning, which is important because we need to take account of the substantial research which shows that grouping students by ability makes them less successful.
November 06, 2015
Flipping for the sake of flipping is not enough to move the dial of learning. In this co-authored blog between Peter DeWitt and John Hattie, they discuss the reason why true learning in school needs collaborative leadership.