‘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
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.
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.
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.”
When you read the title of this post, did it affirm your thinking or did it evoke a sense of questioning…’But how do I do that?’
You’ve heard the phrase making thinking visible. Observing, listening to and conversing with students about their meaning-making is essential. But, in order to do this effectively, what needs to be in place?