The Assessment Network

Sharing assessment & grading strategies that help students learn

Welcome to The Assessment Network. Take a moment to let the other members know a little about you. Just reply to this Forum discussion with information about your role, your interest in Assessment FOR Learning, Standards Based Learning, or assessment in general, etc. Nothing is too short and nothing is too long.

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Hello everyone,

I am a Spanish Teacher at Horseheads High School in upstate New York. I have joined this group because I am interested in what others do for interdisciplinary projects and online language assessments.
Great! Welcome - be sure to check out this post about a World Language check sheet and this post about reviewing. Please feel free to share any ideas you have from your classroom and to invite any other educators who you think would benefit from this site.
I am student teacher at Salem High School in Salem, VA. Currently my job includes teaching wonderful 9th graders Pre-IB English. Since I am still working towards my education masters, I am thrilled to learn about AFL and methods for assessing student progress. Glad to be here!
Glad you're here, Whitney. Don't be shy at all about sharing your experiences on here. Also, feel free to pass along this site to any other student teachers, future teachers, or education professors you know.
Hello I am a Professional Development Specialist with Measured Progress. I taught for 23 yrs in Wyoming and then worked in Rhode Island and New Mexico as an Instructional Coach and then training Instructional Coaches, Developing Professional Learning Communities and working with schools on redesign efforts.My particular field of expertise in assessment is performance assessment and Assessment AS Learning (problem based or project based).
We (MP) recently have been working with 800 educators structured into 100 PLC's working on Implementing The Formative Assessment process.
I found all of you reading an article in Education Week, I am very impressed and interested in learning more about all of you and to continue my learning about formative assessment.
Thanks for joining, Michael. Sounds like you bring a lot of experience and knowledge to this site. I hope you'll feel free to share often.

I didn't know there was an article in Education Week. Any idea how I could find that?
when I went back and looked closer it was a response you posted to an article on edutopia.
Hi everyone -my name is Karen Finter and I am the Teacher Center director for a mid-size suburban district near Rochester, NY. As part of my role as director, I facilitate our New Teacher Orientation and Induction program, which includes a 5-day course based on the Instruction for All Students model. Formative Assessment is a large component of the course - and it goes hand in hand with the use of the data gained through Formative Assessment as a critical tool in the planning process. One of the concepts that we have encountered struggles around is the work of a Task Analysis as it relates to assessments - can we "unpack" the assessment, and really tease out the declaritive knowledge and skills (along with levels of thinking) embedded within it, in order to use it to skillfully design our learning experiences....

I am excited to explore additional strategies and to share some of the ideas that we have incorporated around assessment in our professional development work.

In my former life, I was (and still am to some degree) a 7th/8th grade science teacher...once a middle level teacher, always a middle level teacher....
Welcome, Karen - glad you joined the site. It's neat to see how people around the country are working on the same things. I really hope you will free to share experiences from your school district with the members of this site. Sounds like you would have a lot to add!

Also, feel free to invite others to join. Your system might have a lot of educators who could add to and benefit from the discussions here.
I have thirteen years of classroom experience teaching science at the middle level. This year, I have stepped into the role of the K-12 mathematics and science director for a small city school district. As I look across a K-12 program, I see a lot of diversity with the following: how, why, and what teachers grade, formative/ summative assessments, differentiating instruction, and effective instructional strategies. AFL shifts the focus from what a student did or didn't do for a summative assessment to a collaborative relationship between teacher and student that focuses on the progress, feedback, and practice needed to learn and understand. I am interested in AFL as the means to shift paradigms.
Well said! We are experiencing the paradigm shift here as well. It's not always easy. Please feel free to use this site as a way to share your school system's experiences. Others could really benefit from them. Also, feel free to invite others to join.
I like the way you said that. AFL doesn't necessarily have to change everything you do, but it can become the basis for what you do. This will make your already strong practices even stronger because they will be rooted in a solid instructional base.


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