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1

Assessment Quality

Teachers are making critical decisions about instruction…hopefully driven by student quality assessments results. The underlying concern:   If the assessment is not high quality, can we make useful instructional changes as a result?   Criteria can be used by assessment developers, policymakers, and educators as they work to create and adopt assessments that promote deeper learning […]

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Challenge vs Threat Mindsets

We are at an intersection:  An educator-evaluator meeting is about to begin.  The teacher walks slowly down the hall to the administrator’s office.  The teacher’s mind is running:  lesson plans, student successes, students acting out, unfinished grading, parents to call, curriculum to review!  Attitude, perception and creativity hang in a balance as the teacher appraises […]

9

Measuring Growth in PE: IDEAS for Overcoming Roadblocks

Assessments should be an authentic reflection of the learning happening is the classroom. Physical Education (PE) is no exception.  In a performance-based course such as PE, the assessments should be performance-based in nature. There are, of course, instances in which the variability of teaching and curriculum makes the assessment types we see look different. Roadblocks […]

10

The Formative

The role formative assessment is often unclear in classrooms.  Misunderstandings about assessment types, grades, and achieving mastery has muddied the waters of the formative assessments. FORmatives… FOR what purpose? FOR who? FOR what now?   Clearing Up Definitions The Formative Assessment is an assessment for learning.  (Ainsworth & Viegut, 2006, Bailey & Jakicic, 2012) It occurs […]