Even more research!
It may help to think of assessments in a new or different way. Edwards, Turner, and Mokhtari (2008) share that assessments must serve students. In order to accomplish this, we must begin to actively involve students in our assessment processes. One way to do this is to allow your students to track their own progress on any given assessment. Encourage them to take ownership of their learning:
WORK TOGETHER!
Using new and different assessments, assessing throughout the school year, and differentiating instruction based on assessments can appear to be daunting tasks. We are encouraged to work together to accomplish this goal. Collaborating with other colleagues is a very productive step in doing so (Edwards et al., 2008). We are not in this alone - this is a team effort.
- "Let's look at your strengths and areas we can work together to improve."
- "How did you do this time compared to last?"
- "Are we getting closer to our goal?"
- "Are you showing improvement?"
WORK TOGETHER!
Using new and different assessments, assessing throughout the school year, and differentiating instruction based on assessments can appear to be daunting tasks. We are encouraged to work together to accomplish this goal. Collaborating with other colleagues is a very productive step in doing so (Edwards et al., 2008). We are not in this alone - this is a team effort.
Edwards, P. A., Turner, J. D., Mokhtari, K. (2008). Balancing the assessment of learning and for learning in support of student literacy achievement. The Reading Teacher, 61(8). Retrieved fromhttp://onlinelibrary.wiley.com.jproxy.lib.ecu. edu/doi/10.1598/RT.61.8.12/epdf