During the summer, I will be sharing thematic posts bringing together responses on similar topics from the past nine years. You can see all those collections from the first eight years here.
Here are the ones I’ve posted so far:
Today’s theme is on Assessment. You can see the list following this excerpt from one of them:
A three-part series on how to handle grading is “wrapped up” today with commentaries by Dennis Griffin Jr, Scott Wurdinger, and Douglas Reeves.
Joe Feldman, Julia Thompson, Madeline Whitaker Good, and Andrew Sharos share their ideas on how teachers can handle grading student work.
Alfonso (Al) Gonzalez, Cathy Vatterott, Heather Wolpert-Gawron, and Cindy Garcia “kick off” a three-part series on best grading practices.
Two math educators discuss how they are communicating student performance during the school closure crisis, as well as how they are taking care of themselves.
This three-part series about students evaluating teachers is “wrapped up” today by Shaeley Santiago, Amy Fast, Sheila B. Robinson, Ed.D, Jennie Farnell, Gary Armida, and Douglas Reeves.
Dr. PJ Caposey, Kate Wolfe Maxlow, Karen Sanzo, Rachael Williams, Andrea Clark, and Donna L. Shrum discuss whether students should evaluate teachers.
Roxanna Elden, Adeyemi Stembridge, Kathy Dyer, Sheila M. Wilson, and Madeline Whitaker Good share their ideas about students evaluating teachers and classes.
David Berliner, Kathleen Neagle Sokolowski, Douglas Reeves, Timothy Hilton, Amanda Koonlaba, and Erin Scholes share their thoughts on the role of student-test scores in teacher evaluations.
This post includes responses from American Federation of Teachers President Randi Weingarten, California Teachers Association (past) President Dean Vogel, and 2012 National Teacher of the Year Rebecca Mieliwocki.
This column features contributions from Julian Vasquez Heilig (with Lisa Hernandez), Ben Spielberg, David Berliner, and Paul Bruno.
Douglas Reeves, Jennifer Borgioli, Kristin DeJong, Chris Gareis, and Leslie Grant explore how state standardized tests can be improved.
Lee Jenkins, Shane Safir, Andrew Miller, Matt Renwick, and Barbara Blackburn share their ideas on using performance assessment with students.
Joshua Dragoon, N. Chaunte Garrett, Travis Bristol, Kristina Doubet, and Eric Carbaugh contribute their thoughts on using performance assessment in schools.
Mike Kaechele, Allison Zmuda, Bena Kallick, Elizabeth Leisy Stosich, and Jennifer Borgioli define performance assessment and how to use it in the classroom.
Myron Dueck, Kristina Doubet, Jessica A. Hockett, Roxanna Elden, Mark Barnes, and Bill Ivey share their suggestions on effective grading practices.
Today’s post features commentaries from Andrew Miller, Suzie Boss, Meg Riordan, Abbie Sewall, Daniel Schwartz, and Vicky Layne on how to assess students in today’s world.
Kristina Doubet, Heather Wolpert-Gawron, Thomas Guskey, Thom Markham, and Nancy Sulla contribute their thoughts on assessment in today’s classroom.
Jennifer Serravallo, Andrew Miller, Daniel R. Venables, Brady E. Venables, and Larry Ainsworth are contributors to this post.
This column includes contributions from Libby Woodfin, Tony Frontier, Laura Cabrera, and Alice Mercer.
Rick Wormeli, the well-known educator, author, and speaker, provides the primary response in this post. In addition, several readers contributed their own thoughts.
Three author/educators, Michael Opitz, Michael Ford, and Bryan Harris, share their guest responses in this post.
Author and educator Amy Benjamin, California teacher Cheryl Suliteanu, and I offer our suggestions.
Professor Thomas R. Guskey, author Susan M. Brookhart, educator Bill Ivey, and I share our thoughts and practices.
Professors David C. Berliner and Yong Zhao offer their thoughts on the topic.
Katie Hull Sypnieski, the best teacher I’ve ever seen in the classroom, and staff from the American Federation of Teachers researching teacher evaluation contribute their responses.
Representatives from the two groups of states preparing the new assessments, the SMARTER Balanced Assessment Consortium, or SBAC, and the Partnership for Assessment of Readiness for College and Careers Consortium, or PARCC, contribute responses.
I hope you’ve found this summary useful and, again, keep those questions coming!
The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.