Chapter+3

Chapter 3: Using assessment data to lead teaching and learning

Donna: p. 41 raises an interesting point: "In many schools, particularly high schools, the default protocol has been for teachers to keep grading or marking books in which they have entered a grade for every assessment made of student performance. These grades are then averaged at the end of each reporting period. This method of deriving at an assessment conceals the endpoint actually reached by the student." This sounds a bit like our method of grading, and certainly provides food for thought.

Again, plcs are mentioned as a vehicle for discussing student work and growth. Just below, the author stresses that student learning must be monitored "constantly," with appropriate intervention provided as soon as issues appear which could "become problematic later on." I do not believe we are doing this consistently in our district.

What does everyone think of the concept of "value-added" ( page 44-45) as it relates to education and our schools?