I’ve read this post by Mathy McMatherson twice and am still trying to digest all that’s going on here. Daniel says it best himself: “If there’s one thing I’m good at, it’s aggregating posts from the Blogotwittersphere with a similar theme, even if they’re from ages ago”
So, you definitely need to go read it in its entirety, and follow the links, and then go back and read it again. But here are a few highlights:
“It should be clear both to me and to my students what the expectations of ‘mastery’ are for that standard. Assessments should make it clear both to me and to my students where their gaps in knowledge are, as well as their strengths in understanding. Assessments should promote student-directed remediation. Assessments should provide accurate data for a teacher about the level of understanding of his or her students. That’s a lot of pressure for an assessment.
This means it’s a big deal when we choose to assess something, and its a big deal when we choose not to assess something.”
Then there is a discussion of each of the different types of standards he’s using: Procedural Standards, Conceptual Standards, and Synthesis Standards. Hidden inside the description of Conceptual Standards is a breakdown of his tiered assessments. Finally, Daniel speaks to the constant struggle between skills and habits of mind – details vs. big picture. Like I said, there is a lot going on in this post. And it’s amazing to me that this is coming from a second year teacher. There is a depth of analysis that speaks to what this community can offer; the post has links to resources galore that Daniel has processed to create a structure that has a solid foundation in both research and classroom experience. I’m in awe. Go, read: Creating Assessments: Three Types of Standards
Oh yeah, since this is the Productive Struggle Blog, there are some questions I pulled from the final paragraphs:
1. I’m still curious how other people write assessments.
2. How do we create opportunities for our students to exceed our expectations?
3. We’re all searching for these Level 5 Questions to give our students.