Assessments

What strategies can be used to engage parents who appear reluctant or uninterested in their child's education?

What are performance assessments and rubrics, and what advantages and challenges do they present compared to traditional test?

What are some effective strategies for repairing a relationship with a student who may view you negatively?

Explain the two different types of teacher statements discussed in the textbook, controlling and informational.

What are the qualities of a good summative assessment? What makes these qualities important in a good summative assessment?

Are final grades truly reflective of a student’s performance in a class. If not, what are some better ways of tracking student performance?

How does “Gamification” negatively affect a student's learning in the classroom? Is it possible to reduce or eliminate this “Gamification”.

What can both teachers and students learn from the results of summative assessments? What pitfalls can relying entirely on summative assessments lead to?

Is it important for Formative Assessments to be graded. Is Grading these formative assessments a good way of measuring a student’s overall performance.

What are some possible alternatives to the traditional grading system. Why or why aren’t these methods better then traditional grading?

Gorichinaz talks about ungrading in his paper. What is “Ungrading”, and how can ungrading be used to achieve possibly more fair classroom grades?

How can a teacher expand the sense of community beyond the classroom, involving families, caregivers, and other agencies?

What role does feedback play in student learning, and how can educators provide effective feedback to enhance motivation and understanding?

Explain psychological safety, and why is important in the classroom?

To what degree does intellectual character affect a student’s classroom performance. Is it important for Teachers to develop their student’s intellectual character alongside teaching the content?

How can informal assessments (e.g. observations, questioning) complement formal assessments in supporting student learning?

How can a Teacher assess a special needs student in their classroom, while also maintaining fairness, both to that student and to the rest of the class.

What steps should a teacher take when dealing with chronic behavioral problems or aggression in the classroom?

When is it appropriate to ignore minor misbehaviors versus intervene immediately, and what principles guide that judgment?

What are the “RSVP” qualities of good assessments (reliability, standardization, validity, practicality), and why is validity considered the most important?