Assessment as Dialogue: Podcast Episode with Innovative Teacher
Traditional quantitative assessment methods can work at cross purposes with schools and teachers attempting to implement a John Dewey-inspired approach to school that consists of authentic experiences and reflection. Furthermore, traditional methods can exacerbate opportunity gaps and unduly punish those students who most deserve support and encouragement.
Mark Poole, engineering teacher at High Tech High Chula Vista, has been implementing and iterating an innovative approach to assessment in his classroom for the last eight years. He completed graduate work focused on authentic assessment and spent half a year as a Fulbright scholar sniffing around Finland to identify best practices.
Enjoy my conversation with Mark, in which we discuss:
0:00 What Mark values in his class and his assessment schema.
8:00 Student moments that stand out.
14:00 How Mark thinks about students “knowing stuff.”
23:00 How assessment might inspire students.
30:00 What Mark learned in Finland.
Download Podcast
Music: I dunno by grapes (c) copyright 2008 Licensed under a Creative Commons Attribution (3.0) license. http://dig.ccmixter.org/files/grapes/16626 Ft: J Lang, Morusque
Useful Links
The Lit Review portion of Mark’s graduate work references seminal assessment research and findings.
Treating Classes Like Gatherings, Part Three: Ending Well(If you haven’t read part one, on establishing purpose, or part two, on facilitating well, I’d [keep reading...]
Treating Classes Like Gatherings, Part Two: Teaching With Generous Authority(If you haven’t read part one, about establishing purpose, consider starting there.) After [keep reading...]
Why Teachers Should Consider Their Classes “Gatherings”Priya Parker’s The Art of Gathering, a book that, as the subtitle suggests, takes up the subject of [keep reading...]
Comments
Comments are disabled for this post