Geoff Krall
We have the technology. We can rebuild assessment. We can make it better than it was. Better, stronger, more accurate.
We all understand how assessment has served as a destructive force in our classrooms. And we’re all to blame. While the obvious perpetrators of destructive assessment are those foisted upon us by states and districts, let’s not forget to point the finger at our own shortsighted teacher-designed tests. And the latter culprit is one we have more control over.
I didn’t take a course in assessment in college. The only assessments I knew how to create were from a schema based on the problems at the end of the chapter or the standardized exams we all loathe.
I’d like to propose a model of assessment based on resources that we have largely at the ready.
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