“Grading, in kids’ brains, parents’ brains, administrators’ brains, and even teachers’ brains, is a final snapshot after which there is no beyond. But if we can start thinking about assessments as a means to drive feedback, NOW you’re on to something.”
Recently I recorded a segment for a friend of mine who teaches a blended graduate-level class called, “Technology Facilitated Assessment.” I had a blast answering questions reflecting on how I assessed students in 2006, how I assess them now, and where I predict assessments will be in the future.
The whole segment for the students is a little over 18 min in length, but if you’re looking for skim through it for some tidbits, here’s an informal breakdown of the piece.
National Writing Project’s influence on assessments – 4:00
How PBL influences assessment – 5:40
Tech Tools for Alternative Assessment – 7:20
Future of Assessments and the Maker Movement – 11:15
Gamification and Assessment – 15:40
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hen you walk onto a middle school campus and even into the rooms themselves, it can look like chaos. After all, middle schoolers are wired to be active and wired to be loud. But that doesn’t mean there isn’t learning
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