That is such a more accurate view of assessments and I am so thankful that you instill that in your students. Keep it up and spread the word!

Thank you for all your work in getting this organized!

A5 From an arts perspective, students first learn that "The Show Must Go On!" Mistakes turn into masterpieces. "How did we get here?" builds understanding and "How do we move forward?" builds confidence. "No, you do not get a new sheet" encourages problem solving. #nhcschat

Such a good point. Sometimes our best resource is the teacher down the hall. When we learn to learn from each other, the children will succeed.

A4 During PLCs, teachers analyze questions to ensure they are addressing the intended standard/concept. Actually working through the assessment themselves helps teachers keep the perspective of the student and sometimes finds fault in an item. #nhcschat

Discussing the process during the work is so important for mid-project corrections. I think they learn more deeply in that process. Better problem-solving skills. It's great info for the teacher too!

Kids are still motivated - discussing why Ss picked an answer - rich student conversations - KEEP ROLLING!!

A3 I found the most rich conversations and student reflection came from scoring their own work with a provided rubric. #nhcschat

A2 It's been a while, so not new, but the kids enjoyed creating a FB template of famous artists. They would research facts, accomplishments, lifestyle and personal tastes of the famous figure, then used that information to create posts and comments for that person. #nhcschat

A1 As a former arts teacher, most assessments were performance-based. Non-performance options included discussion about technique, writing steps in a process or critiquing an art example. #nhcschat

Good Evening. I'm Kristi Stephens, District Testing Coordinator for NHCS. #nhcschat

Come join the convo!!