How can you learn more about effective assessment? In this series of posts we have proposed using a cyclical process
‘Don’t smile until Christmas!” was well-meaning advice given to me many years ago. In my teacher training, and early in
Research and experience show that assessment for learning (AfL) can have a significant positive impact on learning. Notice we said
My children tell me I’m a bit of a ‘control freak’. Personally, I don’t agree. Doesn’t everyone insist that towels
Elementary educators across Ontario are preparing to send home the Provincial Progress Report Card – the first formal reporting communication home to parents.
To harness the power of assessment to improve learning, you must examine and possibly reconsider your role and how you see your relationship with your students.
“…we need to transform our assessment and instructional practices, and that means that we need to be open to considering our role in the classroom differently.”
It’s late August and a charged silence of anticipation hangs in classrooms across Ontario – but not for long! As students flick the switch and energy floods into the learning spaces, how will students, from the very young to those approaching adulthood, perceive their place within this learning environment?
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?”
You’re probably thinking about the school year ahead – perhaps making plans, or reflecting on how you did things last year, and what you can do this year to improve.