|Matt Renwick||Oct 13, 2018|
This week’s newsletter focuses on the use of data in the classroom to inform teaching and learning.
What do you do when the data isn’t making any sense? Our instructional leadership team and I encountered this challenge in this post.
One literacy assessment mentioned in the post is Fountas & Pinnell. This reference reminds me of an important blog post the two educators wrote, titled A Level is a Teacher’s Tool, NOT a Child’s Label.
For a more authentic approach to evaluating student writing schoolwide, check out the Educational Leadership article Looking at Student Work for a practical assessment process. (ASCD membership required.)
Reading is both a cognitive process and an emotional experience. To understand primary students’ motivation toward literacy, The Reading Teacher published an article that includes a survey to measure student’s identity as readers.
For older students and reading engagement, look no further than Peter Johnston’s and Gay Ivey’s research on the subject. This Stenhouse blog post is a nice introduction.
It’s uncommon to include students and their families in a data conversation. But maybe we should? I explore this topic in my most recent blog post.
The International Literacy Association recently released a brief related to this issue, titled Beyond the Numbers. I thought it was a helpful document for starting a conversation on seeing the student behind the levels and grades.
Middle school special education teacher Samantha Mosher describes her process for student-centered data decision making in this blog post.
In my first book on digital portfolios, I described a speech and language teacher in my former school using Evernote to help her students self-assess their progress toward personalized goals. Read the excerpt here.
If you are looking for more information specific to digital portfolio implementation in the classroom, my most recent book describes the nuts and bolts of building a more authentic and comprehensive assessment system.
I’ll be facilitating a one-day workshop on integrating digital portfolios in the classroom on November 6 at CESA 3 in Fennimore, Wisconsin. Register here to learn more about portfolio assessment + connected tools for better assessments!
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