Knowing what to teach can be tricky. Really. Given the seeming endless lists of outcomes, objectives, core ideas, etc. teachers face each day, that might sound odd. It seems any number of people and groups are oh-so-happy to tell us what to teach. But that can be the problem. When the lists are long and … Continue reading
This is the fifth in a series of posts on assessment FOR creativity, that is, classroom assessment that is not aimed at assessing creativity itself, but at thinking about the ways classroom assessments may support—or stifle—creativity. Assessment for creativity allows students to demonstrate knowledge by using it in varied ways, and is structured to support … Continue reading
