As a new teacher, I was definitely wet behind the ears. There was a lot I didn’t know, and many mistakes were made. My understanding of how to assess and track student growth was extremely limited, and I can vividly remember my first set of parent-teacher conferences being somewhat disastrous, being that I lacked the knowledge and skills necessary to effectively articulate what I needed to. Of course, making mistakes is a natural part of the process, but I do think that if there were a class in my undergraduate education program on student assessment, particularly formative assessment, my first couple of years as a teacher would have been a whole lot easier. It wasn’t until my third year teaching that I even heard the words “formative assessment,” which is when I volunteered to be part of a year-long professional development cohort on the topic. Since Chronicle was designed with formative assessment in mind, I thought providing a brief overview on the difference between formative and summative assessments would be beneficial. I think the following Educational Leadership article does a nice job providing this overview:
- “Make ‘Em Talk” – For Literacy. For Life.
- Teaching Commitment, Core Values, and a Moral Compass: “It’s My Prerogative”
- Cultivating Commitment in the Classroom
- Decide. Commit. Succeed.
- Secret Tips for Teachers, Trainers, and More!
- Engine, Engine, Number 9 – If My Student Goes Off The Track…
- A Cat, A Mailman, and Student Engagement
- 21st Century Literacy Skills – Part 3 (Chromebooks, Collaborative Writing, Screencasts, Oh My!)
- 21st Century Literacy Skills – Part 2
- 21st Century Literacy Skills