“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
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)
Based on Success for Our Youngest Learners
“We can’t be part of a professional learning community because we can’t/don’t assess our preschoolers and we can’t/don’t collect data.”
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.
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
In our recent publication, Beyond the Grade, our primary goal was to highlight practices proven to boost student achievement. As we began our study, we noticed assessment and grading topics being used interchangeably.
With refinement of our practices, we identified specific distinctions between the two processes. Here, we discuss the importance of assessment and grading, and traditional and current beliefs and practices of each. With this information, we describe a key difference between assessment and grading—with assessment as a continuous process and grading as an interval one. These distinctions are key to boosting student achievement. Read more