formative assessments

Schools Could Learn a Thing or Two From Driver Education

Guest post by Brian M. Stack

I have spent more than a decade as the principal of a high school that has gained national recognition as an early adopter of a competency-based learning model. As one who has been a part of this transition and implementation since its beginning, I am always happy to offer practical advice to fellow principals on the topic. The most popular question I am asked is about how to introduce the idea of competency-based learning to parents and other stakeholders who do not work in the education field. To date, I have found no better way to do this than to relate it to a very common assessment experience that most adults have in common: obtaining a driver’s license.  (more…)

The Multidimensional Impact of School Climate

Guest post by Cheryl Spittler

The passage of the Every Student Succeeds Act (ESSA) in 2015 has ushered in a new paradigm for student achievement that now includes nonacademic indictors in addition to measuring proficiency in math, English language arts, and English-language proficiency (for English-language learners), as well as high school graduation rates. These nonacademic indicators are aimed at providing a broader measure of student performance and include:  (more…)

Using Formative Assessments for School Improvement

Guest post by Jessica Ainsworth

 

The use of standardized or large-scale assessments affect the decision-making of policymakers, educational leaders, teachers, and other stakeholders—as those of us at Lithia Springs High School learned when standardized testing results and other factors placed us on the state’s “at-risk” list. Lithia Springs High was considered a failing school in Georgia, and we had an enormous task before us to change that perception.  (more…)