This also requires a redefining of what we mean by "assessment". It should never always be quantitative data. Assessment needs to incorporate qualitative observations, along with the story of the child.

One of my personal beliefs also is that assessments should always have a positive outcome for the child. First, the assessment should be rich and truly offer the child an opportunity to share what they know, understand, comprehend – and when appropriate offer the opportunity for them to analyze, make an argument, or come to their own conclusion. Second, the outcome of the assessment should always have a focus on accentuating the child's success, and on making improvements for the future. This simple formula can be applied to a student, who in other terms may have "bombed" or have "aced" the assessment. I approach them the same. There is always something positive to highlight in what they did, and there is always room for improvement. That should be our goal in assessment. To keep the child moving forward in the learning process.

This also requires a redefining of what we mean by "assessment". It should never always be quantitative data. Assessment needs to incorporate qualitative observations, along with the story of the child.

One of my personal beliefs also is that assessments should always have a positive outcome for the child. First, the assessment should be rich and truly offer the child an opportunity to share what they know, understand, comprehend – and when appropriate offer the opportunity for them to analyze, make an argument, or come to their own conclusion. Second, the outcome of the assessment should always have a focus on accentuating the child's success, and on making improvements for the future. This simple formula can be applied to a student, who in other terms may have "bombed" or have "aced" the assessment. I approach them the same. There is always something positive to highlight in what they did, and there is always room for improvement. That should be our goal in assessment. To keep the child moving forward in the learning process.

This also requires a redefining of what we mean by "assessment". It should never always be quantitative data. Assessment needs to incorporate qualitative observations, along with the story of the child.

One of my personal beliefs also is that assessments should always have a positive outcome for the child. First, the assessment should be rich and truly offer the child an opportunity to share what they know, understand, comprehend – and when appropriate offer the opportunity for them to analyze, make an argument, or come to their own conclusion. Second, the outcome of the assessment should always have a focus on accentuating the child's success, and on making improvements for the future. This simple formula can be applied to a student, who in other terms may have "bombed" or have "aced" the assessment. I approach them the same. There is always something positive to highlight in what they did, and there is always room for improvement. That should be our goal in assessment. To keep the child moving forward in the learning process.