Research+and+Classroom+Studies

“Rarely do teachers include a classroom assessment plan... it has been our history to see assessment as a series of isolated testing events: tests given at the end of an instructional unit or time period, like the end of a semester. However, as it turns out, students achieve at higher levels when teachers think more deeply about how their classroom assessments fit into their larger instructional environment.” —Chappuis & Stiggins, 2008, p. 12 “The most powerful goals are those that reflect steps along the way—not just the final outcome.” —Davies, A., in Reeves, 2008, p. 52 "It is this combination of teaching a rich body of knowledge and providing engaging opportunities to apply this knowledge that all students deserve and that public education must work toward.” —Silva, 2009, p. 632  //** Lisa Almeida offered us some excellent practical strategies before, during, and after assessing English language learners (Reeves. 2007. p.157.), **// //** · Use more visual than verbal; **// //** · Ensure curriculum aligning with standards; **// //** · Provide students more often opportunities to show their progress; **// //** · Create student-friendly rubrics; **// //** · Provide timely and specific feedback to students on their assessments; **//   //** · Work with students to set specific, measureable, achievable, relevant, and timely goals. **//