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ASCD

What's fair and meaningful for grading students with disabilities?
When students receive inflated scores on material above their skill level, they can actually lose motivation. But how does an educator make a grade meaningful for a struggling student? ASCD experts Thomas Guskey and Lee Ann Jung discuss their five-step model for accurately and appropriately grading English-language learners and students with disabilities in a February 2010 Educational Leadership article. A recent ASCD blog post outlines their model and their upcoming 2010 ASCD Teaching and Learning conference session.


Assessment Reform Group


Anne Davies


Dylan Wiliam

As well as one of the lead names in assessment, Dylan Wiliam is a former mathematics teacher. I recommend his book Embedded Formative Assessment. There are a lot of examples from the mathematics classroom in it.

Educational Leadership

Multiple Measures
Feed Up, Back, Forward

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The Edmonton Journal



Washington Post

The National Council of Teachers of Mathematics is urging high-school teachers to focus on "reasoning" and "sense-making" in classroom lessons and engage students in open-ended conversations about math whenever possible. The council released new teaching guidelines this month and says it hopes that reintroducing critical thinking -- which has become a victim of standardized testing -- will lead more students to careers in math-related fields.
Students Give Math A Bit More Thought