‘Standardisation’ does not refer to the use of standardised tests. It’s a process for arriving at shared understanding of quality – so learners can achieve it.
Here are some templates to make your assessment system happen.
What types of feedback might create the motivation to use it for improvement? And how useful is each type?
Conversations around learning can systematically improve it.
Extending the use of tools which operationalise thinking for the learner and the teacher supports the iterative nature of designing effective instruction.
Thinking our way systemically toward systems implementation.
Polarities consist of the tension between two stances, and often they are perceived as problems when they are not; polarities co-exist, and when organizations address one to the neglect of the other, the imbalance creates conflict, or at least disagreement.
Hirsch’s concept of feedforward presents us with the force of time orientation as a mindshift for assessment to become part of how our schools self-organise and lead toward transformation.
Self-directed change as performance of understanding In every unit of inquiry there is potential for…
Focusing on Research: As a trained librarian, my primary focus is often research. I brought…