‘Don’t smile until Christmas!” was well-meaning advice given to me many years ago. In my teacher training, and early in
Take a moment to breathe, slow down and reflect on the first part of this academic year.
I learned about differentiation and personalization in a truly authentic way.
As a learning community, students uncover possible success criteria, giving an educator the opportunity to listen deeply, assessing what students already know and understand.
‘I want to simplify the process of assessing my students! How do I begin?’
Has this scenario ever happened to you? “I know this student understands the concepts. We talked about it; the student showed me how the model works but on the test this student did poorly! Why is that? That doesn’t make sense! What do I do now?”
So, how exactly do the words “for”, “as”, and “of” relate to the different purposes of assessment?