Education has always gone hand in hand with assessments, whether it was Socrates forcing a friend to question a set of underlying premises to test their soundness, or whether it's a math quiz with technology-enhanced items administered and graded digitally on a tablet. It's nearly impossible to think about learning without also thinking about how we measure and understand and track and express what we've learned.
But the ways that educators think about assessments--and put them into practice in the classroom--can vary widely. Here are two thought-provoking articles by Katrina Schwartz from the website Mind/Shift, a blog from NPR and California radio station KQED. Both articles ask probing questions about the purpose of assessments, the current practices, and possible ways of doing things differently.
Take a look at this piece,
"More Progressive Ways to Measure Deeper Levels of Learning," which discusses a number of less traditional assessment models.
And be sure to check out this article, too:
"The Importance of Low-Stakes Student Feedback," which explores the possibilities that open up when educators make use of frequent formative assessment.
Building and using solar cookers to cook s'mores and explore sustainable energy... Learning to read labels and understand how to make healthy choices... Exploring cheesemaking to get a better grasp of biological processes... Digging into the anthropology of food practices and holiday food rituals... Even learning about the chemical compounds in onions that make us cry!
