Assessment

A Time To Be Wary Graphic

A Time to Be Wary

Categories: Assessment, Authors, Instruction

“Incessant testing and grading and criticism keep you in a chronic probationary state that breeds low self-esteem.”
–James Moffett & Betty Jane Wagner, Student-Centered Language Arts K-12

Based on The Student-Centered Classroom

We should be concerned about the many students who have been categorized as “behind” because of “COVID learning loss.” The words educators use to describe students have an enormous impact on how they see themselves. Fall 2021 is a time like no other in recent history when we can lift up students or limit them based on how they were able to navigate an unforeseen and incredibly challenging year of education. This is a time when rigid adherence to standardized testing policies and grading practices could have a lasting negative impact on how our students see themselves and on the role they expect school to play in their lives. 

Evaluate each student’s unique progress toward achievement of learning goals

Think about a student who has stayed engaged with learning and grown intellectually and emotionally in consequence. Think about a student who has used this increasingly mature sense of understanding to help siblings and friends engage in learning. Think about this same student receiving grades of C and D. Educators need to read between the lines. This is a time when it is crucial to get to know each student as a whole person and to evaluate each student’s unique progress toward the achievement of important learning goals. If there was ever a time to be wary of standardized tests and averaged grades on one-size-fits-all assignments, this is that time. 

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Is Standardized Testing a Bad Thing?

Categories: Assessment, Solution Tree

“Standardized testing” is one of the most frequently used yet most commonly misunderstood expressions in education today. Some consider standardized testing to be an important, foundational component in any school improvement effort. Others believe it is a disruptive process that serves mainly to narrow the curriculum, stifle the creativity of teachers, and limit learning opportunities for students. Read more

Assess Everything, Grade Nothing | Jeanetta Jones Miller

Assess Everything, Grade Nothing

Categories: Assessment

Based on The Student-Centered Classroom

“Let all parties know that all activities are assessed all the time, but don’t ever give the impression that the assessment is intended for anything but help and encouragement.”

—James Moffett and Betty Jane Wagner (1992)

Across the nation, students stayed home for the spring semester of 2020, as parents and educators rushed to come up with ad hoc programs to keep school going at home and online. Read more

Effective Grading Practices - Pandemic Response and Educational Practices (PREP)

What Schools Can Do Right Now to Ensure Effective Grading Practices

Categories: Assessment, Pandemic Response and Educational Practices, Technology

This entry is the ninth in a blog series called Pandemic Response and Educational Practices (PREP), which aims to highlight and further the important work educators are doing amid the worldwide COVID-19 crisis.

Based on FAST Grading: A Guide to Implementing Best Practices

With almost all schools in the United States and Canada closed, and countless more around the world, leaders and policymakers share a legitimate concern about educational equity in grading. While some students have been able to continue their lessons with online learning, many others cannot. Some families lack computers and internet connectivity. Other families have a computer and internet service, but with parents and siblings all competing for the same computer and bandwidth, it is almost impossible for any individual child to have continuous access to online learning.  Read more