I would just like to share some of the more hard hitting points from Claire’s comments on how we assess. I feel that, in spite of all I have done in forty years of teaching, I am just beginning to learn what best practices in assessment even means. My take-aways from what Claire wrote: (1) […]
Nathaniel responded with a simple comment to Claire. Russ has commented, as have others. There is interest. I can attest that this is new here. Yes, we had a great four year long discussion with jGR/ISR. It changed a lot of what we do but was always mitigated, dragged down. jGR/ISR is used a lot
Here is something Claire put together on portfolios: https://youtu.be/eb45v60-vHg
How to Play the Game: 1. Learn assessment terminology (never say [Blaine’s term] “breakdown” again – just don’t!). 2. Never say “I don’t assess.” 3. Always say “My assessments, like my instruction are research-proven and based on well-supported SLA theories of comprehensible input.” 4. Don’t test ever again. You could, like make your test just
This collection of observations on how we assess by Claire includes a nice little set of comments on “other teachers”: …or don’t fill out the rubrics anywhere but your heads. The purpose of the rubrics is to elevate what we do to something amazing this day and age – real, authentic assessments…. …don’t you see
…just with the time you would have written tests, don’t do that and instead fill out one rubric noticing how one student writes or speaks or responds nonverbally. Or don’t…. …don’t ever diminish the “noticing” that we do by saying we “don’t assess.” We do assess. It just looks different. Our assessment is harder to
…noticing students means we are “showing up” for them means more kids will “show up” for us…. …but why do we have to capture it on paper? We don’t have to, technically. It’s a safety net for some teachers (those who are being bullied) and for some kids-especially those who need to see growth on
More random thoughts from Claire on Authentic Assessment in TPRS that are giving me hope: …if the kids participated in class, tracked the speaker, etc. use jGR/ISR. If they do SSR and read in L1 and described what they read, jot down daily antidotal notes or just check off a list (participated or not; Monday-Friday
I have always felt vaguely defeated by the reporting system in the four schools I’ve worked in since starting TPRS in my own classroom. The current discussion on assessment is therefore affecting me in a very positive way. Below is a nice collection of some random thoughts from Claire over recent days that have gotten
Robert has the new MT/Scripts shared file ready. Here’s the link – https://docs.google.com/document/d/1qKNEwG_-D0_U2vWDjYQGujfV0NGUu7B_Gae3HaiYafM/edit?usp=sharing He is temporarily allowing people to edit because we are the only ones using it right now. Later he will open it up to others and change the settings to “may comment”. Robert advises: “As one of the other posters implied, my
Robert has a great idea. I could see a real strong pool of lesson plans coming out of this: Hi Ben, I did something in class today that I have done before, but thinking on it later today, I came up with an idea I thought I would run past you as a possible PLC
