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NYSMSA e-Blast

In one, Gusky outlines a few of the deterrents to grading reform (with suggestions for addressing them). In another, he elaborates on the problems with percentage grades.

In preparation for the new Global History and Geography Regents Exam (scheduled for its first administration in June 2018), the New York State Education Department (NYSED) has posted a public survey to inform the test development process.

Like many other researchers, John Hattie explains why formative assessment is the kind of assessment that has an impact on student learning.  This is where we should focus our assessment resources, avoiding “expensive [summative] distractions.”

There are many reasons why international test comparisons have limited utility. This thorough consideration identifies several major reasons why we have to look at international comparisons, such as the PISA, with a large grain of salt.

This group of New York schools uses deeper learning and alternatives to Regents examinations – and their results are better.

The Essential Elements Schools-to-Watch program has a new website. At that site you can learn about middle-level best practices, successful middle-level schools, and tools that schools can use for school improvement.

This principal scheduled “check-in” conversations with each teacher as a new literacy program was being implemented. Not a bad idea no matter what new program or initiative is being implemented.

What would happen if students designed the classroom? One teacher asked the question as a project. Read about what happened.

Some research suggests that using fear decreased performance on high-stakes tests. Deming, in point #8, told us to “drive out fear” many years ago…!

This graphic quickly communicates the key ingredients in a learner-centered classroom.

Instead of non-specific praise, we can help learning by offering specific, actionable feedback to students.

Peel the lid off of morning meetings in the elementary classroom. An emphasis on social-emotional learning and positive culture sets the stage for learning during the rest of the day.

This briefing from the Office for Civil Rights explains the legal dos and don’ts about report cards and transcripts and the communication of student grades and progress.

Reflection is very important. Are we asking students to reflect enough? This article expresses some of the research about reflection and offers practical suggestions from a variety of people for doing more.

Dozens of annotated, standards-based math tasks are available to use from Achieve The Core.