Reply To: Assessing Beyond Right and Wrong – Discussion

[Simonay Hudson]

There was so much good content and references shared (I liked the NCTM table, the “COTE” of armor, definitions of stress vs pressure, motive-opportunity-means, keys to effective feedback and s.c.a.l.e. items)

some key phrases as my take aways include:

“There is an emotional side to assessment”… (Consider how your practice affects students’ hope and efficacy; are your students going to see assessment as an opportunity or are they going to see it as something to be feared/to be cautious?)

How are we helping students to come to terms with/handle pressure?

Feedback is how we deepen students’ learning. Feedback is about learning

Not just saying “that’s wrong” but looking at why/how, and what can be done now

Assessment as a way of feeding and nurturing

[Simonay Hudson]

There was so much good content and references shared (I liked the NCTM table, the “COTE” of armor, definitions of stress vs pressure, motive-opportunity-means, keys to effective feedback and s.c.a.l.e. items)

some key phrases as my take aways include:

“There is an emotional side to assessment”… (Consider how your practice affects students’ hope and efficacy; are your students going to see assessment as an opportunity or are they going to see it as something to be feared/to be cautious?)

How are we helping students to come to terms with/handle pressure?

Feedback is how we deepen students’ learning. Feedback is about learning

Not just saying “that’s wrong” but looking at why/how, and what can be done now

Assessment as a way of feeding and nurturing