One of the PLC’s goals is for schools to monitor each student’s learning on a timely basis and to create additional time and support when students experience difficulty (DuFour et al., 2004). To ensure the impact on students is strong, teachers must ensure that students remain motivated to learn the essential learnings for each subject. The assessments should be given on a unit-by-unit basis with an opportunity for retesting (Newton, 2007). Retesting an assessment may have two outcomes: (1) the teacher and student can get updated information on content development after intervention; and (2) if a grade is recorded, then the student can improve the grade on that skill if the teacher allows it (Newton). Legend has it that Albert Einstein had a plaque on his wall that said, “Not everything that counts can be counted and not everything that can be counted counts.” This quote leads to another issue to be discussed: should formative assessments be recorded? Some researchers such as O’Connor (2007) believed that formative assessments should be reported but not recorded. Others believed that formative assessment can support learning as well as measure it (Black & Wiliam, 2003). Assessments that yield formative scores can be recorded. Those scores can be used to track student progress over time, which in turn can be used to generate a summative score at the end of a particular interval of time. Those scores should be reported for each essential learning to create a more complete profile of
One of the PLC’s goals is for schools to monitor each student’s learning on a timely basis and to create additional time and support when students experience difficulty (DuFour et al., 2004). To ensure the impact on students is strong, teachers must ensure that students remain motivated to learn the essential learnings for each subject. The assessments should be given on a unit-by-unit basis with an opportunity for retesting (Newton, 2007). Retesting an assessment may have two outcomes: (1) the teacher and student can get updated information on content development after intervention; and (2) if a grade is recorded, then the student can improve the grade on that skill if the teacher allows it (Newton). Legend has it that Albert Einstein had a plaque on his wall that said, “Not everything that counts can be counted and not everything that can be counted counts.” This quote leads to another issue to be discussed: should formative assessments be recorded? Some researchers such as O’Connor (2007) believed that formative assessments should be reported but not recorded. Others believed that formative assessment can support learning as well as measure it (Black & Wiliam, 2003). Assessments that yield formative scores can be recorded. Those scores can be used to track student progress over time, which in turn can be used to generate a summative score at the end of a particular interval of time. Those scores should be reported for each essential learning to create a more complete profile of
Colleen%20Hodenfield%20CapstoneProject.docx