Will OMR answer sheets and No. 2 sharpened pencils soon be obsolete? How about bulging backpacks overflowing with textbooks? There’s a lot of buzz out there on how iPads will change the future of education, but how far off is this future, and will it be available to all school systems and students?
The following articles discuss various aspects of the contentious NCLB Act. After nearly a decade, the after effects of this law are now being debated. No child was to be left behind; yet, there are those that will argue otherwise.
After almost ten years, the proof is in the pudding. The No Child Left Behind act signed into law by Mr. Bush in 2002 is a dismal failure. Schools are closing, good teachers have lost their jobs, and the children, the reason for all this, have been left behind wondering why/how they failed.
Class presentations should not be painfully boring. Students need to know what makes a great speech and what is expected of them so that they can impress you. The rubric for evaluating student presentations is included as a download in this lesson.
Educators are always on the lookout for innovative ways to evaluate student learning. Profiles of a student’s work provide a long-term view of the progress made by that student as well as evidence of problem areas that may need addressing.
How do you know if your students understand their latest reading assignment? Or, better yet, did they actually complete the reading assignment? You can try these informal assessments for reading comprehension.
During a fraction unit in primary grades, students use manipulatives and drawings to understand fraction concepts. This assessment tool guides teachers through the most common objectives and is quick and easy to use.
According to Albert Einstein, “Not everything that counts can be counted and not everything that can be counted, counts.” That sentiment captures the philosophy behind the many types of authentic assessment, also known as performance assessment, alternative assessment, or direct assessment.
The DIBELS reading assessment is used by teachers to assess students’ reading ability and whether or not they are making progress with reading instruction. Progress monitoring is done with all students, but at-risk students are tested more often.
There is a great debate in education on the differences between learning and performance and where the emphasis should be placed. What is your stance?