Desired Learning

Consider our high priority learning standards.  What does proficiency look like?  How do we, as educators know, if the students are able to demonstrate understanding of our high priority learning standards in the way we desire?  How do our students know?  How do we/they know to what extent the desired learning is occurring?

Well-conceived and well-designed assessments should also be used to reveal to parents, the school, the district, and society at large the extent to which the desired learning is occurring and what schools are doing to continuously improve.

Consider the assessments we design for our students.  Do they yield data to inform us of the students’ level of conceptual understanding or skill development?  Is this data reliable and valid?  Have we considered barriers which may be in place, potentially keeping our students from demonstrating their understanding fully?

Assessment should be continuous and comprehensive using multiple tools, rubrics, and processes, and incorporate teacher judgments about student work and performance as well as the judgment of others, when needed.


How might we utilize technology to communicate what desired learning looks like?  Digital tools such as Voice Memos and the Camera can be used to capture learning in action.  Examples of desired learning can be highlighted from collections of artifacts.  Then, we can empower our students to compare and contrast their own understanding with the examples.

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How are you using digital tools to communicate what desired learning looks like?

 

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