Monthly Archives: January 2015

Suggesting Parents Opt Out of Evaluation is Wrong

A recent post at publishes an expert’s suggestion that a parent refuse “student evaluation” for special education.

I commented on the article but the comment was rejected.

This article provides arguments against rejecting evaluation and gives no credence to the education professionals’ suggestions that a child’s condition be evaluated.

I stated in my comment that state-wide testing and evaluation is an ongoing practice in schools and that the child is being regularly evaluated on their skills and career-readiness.

Early intervention could elevate the trajectory of a child’s education and their abilities to cope with the demands of adulthood.

I am interested in comments.


ReReading NCTM article on Learning

I was rereading an NCTM Key Strategies Brief ; “Five Key Strategies For Effective Formative Assessment”  ID=11474.

Dylan Reed cites key reasearch into assessment of teachers and students and the advancement of learning. Wiggins and Tighe, 2000; Sadler, 1989; Brasford, Brown, and Cocking, 2000; Deci, 1982; Fontana and Fernandes, 1994; Mevarech and Kramarski, 1997; research based evidence we are have had but refuse unwavering support.

We see a generation of students who have been subjected to whimsical changes in the learning environment based on a new gadget or new political current.

The key items contained in this article are:
1. Clarifying, sharing and understanding goals for learning and criteria for success with learners.
2. Engineering effective classroom discussions, questions, activities and tasks that elicit evidence of students’ learning.
3. Providing feedback that moves learning forward.
4. Activating students as owners of their own learning.
5. Activating students as learning resources for one another.

Reed’s article assembles tried and true reseach into what can produce a mutually rewarding environment for learning.
We continue ignoring research based methods and constantly tweak the environment which disrupts learning and exemplary outcomes.

Give teachers the liberty to cultivate a generation of students that have the opportunity to experience this environment.  Familiarize yourself with these concepts so you may integrate them into your students’ learning experience.

Quoting from the article,

“It involves a change of focus from what the teacher is putting into the lrocess and to what the learners is getting out of it, and the radical nature of the changes means that that the support of colleagues is essential…..Students are more engaged, achieve higher standards, and teachers find their work more professionally fulfilling.”

James Snyder