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How we reached student success with assessment proficiency

eSchool News

We use observations, quick formative assessments, longer summative assessments, and long-term benchmark assessments. The problem is that these assessments come in a variety of ways, depending on where you teach. Many districts utilize pre-built assessments from curricular resource companies. The short answer is no.

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3 Months, 3 Micro-credentials, 1 Teacher: Building Performance Assessment Capacity in Georgia

Digital Promise

In that capacity, she is participating—along with eighty or so of her Henry County colleagues—in the Assessment for Learning micro-credential project , led by the Center for Collaborative Education (CCE). As a Personalized Learning Coach, I primarily focus on professional development for teachers.

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Crowdsourcing Your K-12 Innovations: Three Lessons Learned During the COVID-19 Pandemic

Digital Promise

While the focus of many public conversations during this time was understandably on the logistics of keeping students safe, we also recognized the need for long-term solutions, particularly developing scalable delivery models that enable students to learn at any time, any place, and any pace.

LMS 396
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Edtech leaders offer guidance on safe AI classroom integration

eSchool News

The framework will provide guidance to governments and educational leaders on how to adapt policy, standards, curriculum, pedagogy, tools, and assessments to meet the needs of an increasingly AI-driven world. These partners will help shape three key outputs of TeachAI: 1.

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Remote Learning Teaching Tips

A Principal's Reflections

With little to no training or preparation, they have stepped up to keep learning going. A recent eSchool News article highlighted that most teachers don’t feel fully prepared for remote learning. teachers in mid-March to collect and share best practices, ideas, and common approaches to remote learning.

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Linking Learning to Literacy Instruction, from Central Office to Classroom

edWeb.net

Support for small-group instruction was recognized as a crucial part of meeting students’ specific literacy needs, and identifying those needs required not only training but also improved assessment data. Then, the educators had to learn how to meet those instructional needs.

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Rethinking Grading and Assessment Practices – Part 2 – Co-Creating Solutions with Your Community

The Principal of Change

In Part 1 of “Rethinking Grading and Assessment Practices ,” I shared my thoughts on the question, “ Why do we need to rethink how we assess and grade in schools today?” What is essential in rethinking our assessment practices is that we open more doors, not close them.