Posts Tagged 'Errors'

Formative assessment keeps students from getting stuck in pot holes

Published March 13, 2010 Accountability , Achievement , Assessment , assessment for learning , Formative , Formative assessment , Growth , learning , Student , Success 2 Comments
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The more I teach and the more I observe other teachers, the more I see formative assessments as avoiding or filling in the pot holes as soon as they show up in students’ learning.  Our students can only hit so many pot holes in their learning before they get an educational flat and cannot continue.  If students do not get the help to overcome these pot holes, then they give up. The students know when they hit a pot hole but they do not know how to avoid it in the future.  If we do not give them a new strategy, then they will continue to hit the same pot hole in their learning. They will get stuck and not be able to proceed forward in their learning.  Let’s keep students on the road to learning, not stuck  in their learning gap pot holes!

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Formative Assessment books by Harry Grover Tuttle

In Medias Res (in the Middle) or From the Beginning

Published December 4, 2008 Accountability , Achievement , Activity , Assess , Assessment , Curriculum , Education , Error , Learner , UBD , Understanding by Design Leave a Comment
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My wife and I went to a movie. It took me a long time to figure out what was happening until they did some flashbacks. I felt very lost just jumping into the middle of the movie.  Where do you begin your unit planning? Do you start in deciding on the standard, the particular aspect and then the learning goal? Or do you jump right into the activities you will do in the unit?

Understanding by Design advocates starting with the standard, the assessment, and then the activity so that “the end is always in mind”. Without a firm view of your “end” you will not be able to measure student learning against the standard. f you plan “in medias res”, you cannot be sure if you activities truly help the student reach the learning goal. Also, you may not be focusing on the essential ideas for the standard but, instead, on some very minor learning. Likewise, with a firm view of the “end” learning, you may focus on students’ minor errors that are not the most serious errors.

The preplanning (standard and assessment) for the lesson gives a foundation for all you do in the unit. Start from the beginning so your students can arrive at the end.

For any one who is interested in implementing formative assessment in the classroom, my book,
Formative Assessment: Responding to Students is available through Eye-on-Education.

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