Tag Archives: assessment

Black Box #1

Posted on November 7, 2016 by J Martens

The sheet below is one that a BC teacher uses to great effect in her classroom. Assume this is the only view we have of the classroom (i.e. its a black box). What must be happening in the classroom? HT Peter Liljedahl

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Student-generated Learning Goals

Posted on November 29, 2014 by J Martens

The Question “My colleagues and I want to develop some type of tool for students to use to promote their own ability to be self-directed.  We came to recognize that goal-setting per se was not enough, especially if it was driven … Continue reading →

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Formative Assessment in HS Math Class

Posted on November 15, 2013 by J Martens

Here are a few examples of high school mathematics teachers who have made small changes to their practice which have been positive for both the teachers and their students. I highly recommend exploring other posts on these blogs. On exit … Continue reading →

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Using Evidence to Make Informed Decisions

Posted on October 22, 2013 by J Martens

An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better … Continue reading →

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Exit Slips as Practice

Posted on September 12, 2013 by J Martens

Originally posted on Zero-Knowledge Proofs:
There are several ways to use exit slips as formative assessment tools. One way is to simply have the students complete 2 or 3 questions based on the lesson that was done in class. I…

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Embedded Formative Assessment

Posted on July 18, 2013 by J Martens

Originally posted on It's All About Learning:
Recently, I completed reading, Embedded Formative Assessment by Dylan Wiliam.  To say it is an important read would be an understatement. What I think I liked most about the book was that…

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The Spirit of SBG

Posted on June 26, 2013 by J Martens

Originally posted on Action-Reaction:
You want switch to standards-based grading, but, for whatever reason, you cannot. Do not worry. All of the strengths of SBG can be done within a traditional grading system: Shift from tracking by chapter to tracking by…

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Sct 11: End of Unit Forensics “Test”

Posted on May 16, 2013 by J Martens

A guest post from Sarah Bretherton, a VSB science teacher. The students went to the crime scene in groups and had to stay on the other side of the police tape. Having already reviewed the story of the crime, the … Continue reading →

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Learning Contexts versus Learning Intentions

Posted on April 29, 2013 by J Martens

Based on a close reading of Chapter 3 of Embedded Formative Assessment (Wiliam 2011) The distinction between learning contexts and learning intentions is an important pre-requisite to realizing the improvement in student learning which education research evidence suggests is achievable. … Continue reading →

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Why Share Learning Intentions with Students?

Posted on March 5, 2013 by J Martens

Based on a close reading of Chapter 3 of Dylan Wiliam’s book Embedded Formative Assessment (2011) The research evidence for the benefits of sharing learning intentions and success criteria is powerful and persuasive. Wiliam provides an overview of an extensive … Continue reading →

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