Equitable Assessment

Assessment May Not Always be Equal, But it Can be Equitable Equal means that strategies, processes, and resources are evenhanded and equivalent. In schools and classrooms, it is easy to endorse equality as an ideal, but it may not be the norm. All learners may not have consistent access to information and resources. Some families […]

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ASSESSMENT is MORE THAN a TEST: It’s Physical, Emotional, and Social Too

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ASSESSMENT IS MORE THAN A TEST IT’S PHYSICAL, EMOTIONAL, AND SOCIAL TOO! INTRODUCTION FIRST, learning and assessing can be stressful, whether mastering a two-wheeler, making sense of the periodic table, or settling classroom discord. Think for a moment about your learning and teaching stressors? SECOND, assessment can cause physical and emotional stress. Brain hormones such […]

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ASSESSMENT UNTANGLED: A 3-Part series on Reclaiming Assessment

I thought I made up the word byzantizing* to explain the bollix** we have gotten into over tests, measurement, and assessment. Then I discovered this definition: “Byzantizing the algorithm implements the ordinary Paxos consensus algorithm under a suitable refinement mapping.” (Lamport, 2011). That’s when I realized I was onto something fundamental and consequential: Assessment must […]

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First published at https://literacy6-12.org as Assessment Literate Learners When I was asked to problematize assessment, I was puzzled. Does that mean to turn something that is not a problem into one, or rather, quantifying students’ mistakes and pursuing accountability?  Turning assessment into a problem implies that something has gone wrong when in truth, it has […]

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“Although my teachers agreed that the story of “The Blind Men and the Elephant” can be a metaphor for assessment, you facilitated and illuminated their understanding. Take-aways included valuable and relevant strategies that they could immediately put to use in their classrooms. I admire your dedication to our profession and your outstanding presentation skills. You are truly a 21st century educator.”

( Principal, Cheshire Public Schools )

"Dr. Greenstein clearly explains how formative assessment can help teachers do their work smarter and more effectively. I especially like the way she weaves practical next-day strategies into the description of the topic. This is a must for any educator who really believes that every child can learn.”

( Jim L., Connecticut School Superintendent )

“Laura has done a phenomenal job of building a research-based foundation; defining thinking, actions, and skills for living in our complex world; showing how to incorporate common core standards and technology into the mix; and providing suggestions on how to assess it all. As an added bonus, she showed us numerous assessment strategies and lesson plans.”

( Julie P., Assessment Coordinator )