Learn from Paul Bloomberg and Barb Pitchford, bestselling authors of Leading Impact Teams, how to implement a simple three-step classroom protocol that develops student ownership of learning.
Learn from Paul Bloomberg and Barb Pitchford, bestselling authors of Leading Impact Teams, how to implement a simple three-step classroom protocol that develops student ownership of learning.
In this excerpt from The Assessment Playbook for Distance and Blended Learning, the authors provide tools for assessing a students current level of understanding.
Assessment Cookie 7 (a piece of information that sticks with you) from The Assessment Playbook for Distance and Blended Learning explores assessment tasks that work for distance learning.
Learn from Larry Ainsworth, author of Common Formative Assessments 2.0, how using the CFA process can ensure greater student achievement that is visible on high-stakes assessments.
Dive deep with Larry Ainsworth, author of Common Formative Assessments 2.0, to learn how your school teams can collaboratively create high-quality assessments that produce evidence of student learning.
Hear from Nancy Frey and Douglas Fisher, authors of Developing Assessment-Capable Visible Learners, how a framework centered around relationships, clarity, and challenge increases student learning.
Get a sneak peek into the book with this first chapter of Developing Assessment-Capable Visible Learners, Grades K-12, where the authors define what an assessment-capable learner is and explore how teachers can create them.
Co-authors of The Assessment Playbook for Distance and Blended Learning Douglas Fisher and Nancy Frey walk through 6 tools for assessing learning from a distance to shine a light on understanding in ways that some of our more traditional tools do not.
This lesson from the Teacher's Guide included with Becoming an Assessment-Capable Visible Learner, Grades 6-12, Level 1: Classroom Pack is set up to help you support your students in asking the right questions to get the feedback that they need.
Learn from Tom Hierck and Garth Larson, authors of Grading for Impact, how to use target-based assessment, grading, and reporting to provide students with game-changing feedback.
"I am deeply troubled that many state laws continue to require consideration of change in annual accountability test score as an indicator of student growth for teacher evaluation. This is a patently indefensible policy for a variety of reasons..." Read the full blog from Rick Stiggins, author of Defensible Teacher Evaluation.
With some ingenuity, universal response systems can still work in remote and hybrid learning.