We ask each of our students to be works in progress, and to be confident enough to believe that they can achieve and perform at truly high levels. They deserve educators who are committed to doing the same, argues Paul Freeman.
Recently in Formative Assessment Category
September 01, 2019
June 23, 2019
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.
May 26, 2019
Despite all this progress to chart education's future as a launch pad for an equitable and innovative society, we still see remnants of 19th-century practices in our day-to-day work in secondary settings, says guest blogger and public educator Eric Saibel.
March 10, 2019
Every so often I love when I get into a space of learning where I can sit down, read a book, and take multiple notes, writes Peter DeWitt.
February 25, 2019
Let's give up the search for "best practices" in grading. Best practices are often not as great as we are told.
September 09, 2018
When questions arise about some aspect of assessment or grading, educators today seldom turn to reliable sources of research or evaluation evidence. They don't look for well-designed studies that have been published in reputable journals. Instead they turn to books, blogs, and social media as their primary sources of information. Basing policies and practices on the opinions gathered from books, blogs, and social media is a sure ticket to disaster.
May 20, 2018
In a previous blog post, Peter DeWitt wrote about the dark side of labelling students. Labels sometimes assign students to fixed categories, and getting out of that category can be tough. To remedy the potentially negative consequences of labels we must do two things, and here, Thomas Guskey writes what those.
May 13, 2018
Research shows that labels do not always have a positive impact on students. Should schools continue to use labels to help students succeed? Are those labels actually helping?
July 05, 2017
The value of being in classrooms to provide feedback seems like an obvious one, and yet so many principals can find themselves trapped in their office, piled under the daily minutia preventing them from getting into classrooms to provide feedback.
May 30, 2017
Do IEP's single you out because you're different or help you become a better learner?