ONLINE DISCUSSION AND BUDDHISM: FLIPGRID & FORMATIVE ASSESSMENTS
AP World History has just gone through a significant redesign this year that has removed a lot of content and asks students to go deeper in matters related to global modern history. While Many teachers are understandably frustrated, as I have been at times in the last few months, I am taking this as an […]
Read MoreEducational Inception: A Metacognitive Self-Assessment on my Classroom Assessments in light of Assessment Theory
We are in the throes of the busiest time of the school year. My finals have been submitted to administration, I am wrapping up the last bit of content review, and preparing for the big show: finals, the ultimate assessment. Every assessment has assumptions about learning. Moreover, teachers make assumptions about the students to whom […]
Read MoreThermometers, Mirrors, and Pageants: A Reflection on Assessments
“Why do we have to be so fancy? Can’t I just keep my grades focused on tests, quizzes, and homework?” Sitting at the faculty lunch table, our casual conversation about our most recent PD on formative and summative assessments had just turned into an argument. Half of the table lauded the distinction, function, and purpose […]
Read MoreASSESSING CREATIVITY: A REFLECTION ON GRADING MAKER PROJECTS
“How am I going to grade this?” That was the first thought that came to mind once the creative and fun designs lay on my desk. This was the first time I used a Design and Making activity in my AP World History class. I was so excited and eager to design and implement this […]
Read MoreCREATING CREATORS: PERSONALIZED LEARNING AND TECHNOLOGY
Personalized learning and technology create creators. A personalized approach to learning dictates less and provides space for the authentic voices and choices of students. Moreover, this approach naturally lends itself to making. Richard Culatta argues that technology affords this possibility in the education system. If used correctly, technology can create a learning environment where students […]
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