Assessment as Evidence of Learning – INFOGRAPHIC

infographic assessment as evidence
Shifting from Educator Driven to Learner Driven In a previous post, we examined the element Assessment as Evidence of Learning in depth. We also talked about how assessment elements are incorporated into all levels of the Honeycomb Model to ensure a balanced system of assessment throughout the learning process, and used to guide learning and drive future instruction. Another component of inc...
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Assessment as Evidence of Learning

Assessment as Evidence of Learning
Twas the night before the assessment when out on the porch Blake and Susan were prepping, each with a different approach. One assessment was crafted by the teacher with care, With hope that the students would show up prepared.   The children were talking about how much they’ve learned, With visions of proficiency showing what they earned. And mama with a reminder to do their best, Had jus...
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Personalized Professional Development through Gamification

PD through Gamification
by Sarah Mumm, Director of Education Services for Kaneland School District Have you ever played Flippy Cup at work?   Have you ever wanted to escape your PD session after 10 seconds of being in the session? Have you ever raced through the day and competed with your peers to see who can learn the most and identify ways to implement your learning?   If you are intrigued by any of those stat...
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Summer Fun with the Youth Advisory Council

Blog-Youth Advisory Council Summer Retreat
by Kate Sommerville, Professional Development Specialist When asked to partake in the Youth Advisory Council, I had no idea what that entailed, but was thrilled knowing that it involved student ambassadors. Leaving the classroom was a huge transition, and people still ask me if I will miss working directly with students every day. I thought being a facilitator for our Youth Advisory Council wou...
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Shifting Paradigms

shifting paradigms
Moving from an instructional paradigm to a learning paradigm The instructional paradigm, still in place in most schools, was primarily designed to support the function of teaching, or more specifically, the delivery of information from instructor to student. For practical reasons the design favored efficiency, which led to batch processing of students, segmentation of content areas, and credits b...
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