Asking Effective Questions…Effectively: Part 2
Asking questions is a fundamental way educators elicit information from learners about their learning…or is it? The nature of the
Category: Learning Goals and Success Criteria
Changing how we think about assessment: Learning vs. doing
Does language shape thought? In other words, do the words we use to talk about ideas and concepts impact how
Honing Our Assessment Skills: Accurately conveying the learning in goals and criteria
The concept of ‘success criteria’ is familiar to most educators — but scan the examples being shared on the internet,
Honing Our Assessment Skills: A Small Change Makes a Big Difference
Learning goals should focus on learning. Seems obvious, yet sometimes we write goals that focus on what the student is
Collaboratively Developing Students’ Understanding of the Learning Goals (Part 2)
Recently we heard from a concerned educator, “I display the learning goals at the beginning of each lesson, every day,
Enacting AfL means changing the roles of educators and students (Part 5)
‘Don’t smile until Christmas!” was well-meaning advice given to me many years ago. In my teacher training, and early in
Enacting AfL means changing the roles of educators and students (Part 4)
Research and experience show that assessment for learning (AfL) can have a significant positive impact on learning. Notice we said
Enacting AfL means changing the roles of educators and students (Part 3)
My children tell me I’m a bit of a ‘control freak’. Personally, I don’t agree. Doesn’t everyone insist that towels
Witnessing Learning Over Time: Tools for Documenting Observations (Part 3)
Student thinking rarely follows a straight path towards a learning destination. When you ponder documenting the twists and turns of whole group or individual students’ thinking, do you feel overwhelmed? How might the application of learning goals and success criteria support the process of documentation?
Witnessing Learning Over Time: Documenting Observations with a Checklist (Part 2)
The process of assessment is not black and white. It’s not about shades of grey, but rather, about an understanding that each student has a spectrum of possibilities within them – a rainbow of ideas and potential.
HARNESSING THE POWER OF ASSESSMENT 