Not exact matches
In a seminar with some graduate students, I
mentioned my conviction that reading and math scores (even on terrific
assessments) only capture maybe 30 to 35 % of what I want students to
learn in the course of K - 12 schooling.
We know that students can show what they've
learned in different ways, as
mentioned above in terms of products produced as summative
assessment.
But over the course of the panel, there wasn't a single
mention of formative
assessment, much less the rise of blended
learning.
This commentary explores two aspects
mentioned in the article,
assessment and the role of collaboration, and argues that they need greater critical consideration if the implementation of problem - based
learning is to be effective.
They
mentioned an emerging appreciation for alternative
assessment, both as a means to capture and discuss student
learning and as a strategy for assessing higher order thinking, diverse learners, and
learning not normally valued by traditional
assessment strategies.
We are being told that our evaluation system will require our full comprehension and maintenance of: measures of teacher practice observation option selection forms, evaluator forms, consistent update of class lists / rosters, observation options A, B, C, D, the Matrix, and MOSL options (project based
learning assessments, student
learning inventories, performance based
assessments, and progress monitoring
assessments), not to
mention how this plays out for what people teach (elementary / middle / high school, alternative
assessment, English as a New Language, content areas, etc).
In recent months, Education Week has published several articles that
mention or highlight the Dynamic
Learning Maps ™ (DLM ®) Alternate
Assessment project, including a guest blog by Project Director Neal Kingston and a pair of stories on alternate
assessment choices, implementation, and field tests.
NASP ensured that School Psychologists were
mentioned, defined in law, and linked to key initiatives such as school climate, social emotional
learning,
assessment, diagnosis and treatment.