In order to effectively plan instruction, it’s important to determine students’ current level of knowledge and state of academic, social, and emotional skills. There are a variety of ways for teachers and students to arrive at this understanding and gauge student progress through assessment.
Need help creating content for your rubrics? Andrew Miller shares his experiences and suggestions for creating content for rubrics that will make students' -- and teachers' -- lives much easier. You can also download an editable rubric template and customize it to the particulars of your own situation.
Assessing your students’ skills in order to target ways you can help them develop is one of the most challenging tasks faced by new teachers. In this post, learn about some simple strategies you can use to collect information about student understanding of material in order to inform the direction of your teaching.
Judy Willis, suggesting that effective assessment is built on students' strengths and interests, offers five forms of assessment that will help students retain content rather than forgetting material they no longer need.
Through alternative formative assessment, teachers can check for student understanding without falling back on the tedious or intimidating pop quiz. Download a list of 53 different ways to accomplish this task.
Joshua Block shares his final portfolios project, a year-end activity in which students review and reflect on their work to more fully understand what they've learned and how they've grown. Hoping to use e-portfolios in your classroom and not sure which system to use? Find guidance and suggested web tools by reading "Using E-Portfolios in the Classroom" and "4 Web Tools for Student Portfolios."
Neurologist, teacher, and author Judy Willis explains how students' performance on tests can often be affected by their perceptions of and feelings about why they're being tested and what's being assessed.
Andrew Miller looks at prep for standardized testing as an opportunity to encourage higher order thinking, embed test prep practices, and make informed decisions about engaging the class and reaching individual students.