tag:blogger.com,1999:blog-3176901787520886426.post6463682590728551971..comments2024-02-01T01:06:24.307-08:00Comments on Speaking of Education: The Assessment CultureAndrew Miltonhttp://www.blogger.com/profile/02916107897031979364noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-3176901787520886426.post-84069596409561464452011-09-29T07:21:13.780-07:002011-09-29T07:21:13.780-07:00Mat,
Some of them are indeed formative. We have t...Mat,<br />Some of them are indeed formative. We have to connect the formative to the parameters and expectations of the one summative (in Washington state we call it the Measurement of Student Progress) that matters. That's not always easily done. <br /><br />What a lot of teachers end up doing is trying to fit their own class room assessments to what they know needs to get done for the big summative assessment. They get the assessment information they need that way.Andrew Miltonhttps://www.blogger.com/profile/02916107897031979364noreply@blogger.comtag:blogger.com,1999:blog-3176901787520886426.post-49693815355347504082011-09-29T06:30:09.599-07:002011-09-29T06:30:09.599-07:00Wow. My first reaction to this is with all of tha...Wow. My first reaction to this is with all of that information and assessment coming from different angles and being reviewed by different people, is there any immediate analysis of data that the teacher can use to modify his/her curriculum to help students in areas they are struggling? It seems as though at least some of these assessments are formative, but with so many being done throughout the year, is there enough time to really get a handle on the results of one assessment before the next one comes through? (the-history-teacher.blogspot.com)Anonymoushttps://www.blogger.com/profile/01336409673450551676noreply@blogger.com