Assessment Centered Classroom

Chapman, Sherry


Turner, S. L. (2014). Creating an Assessment-Centered Classroom: Five Essential Assessment Strategies to Support Middle Grades Student Learning and Achievement. Middle School Journal, 45(5), 3-16. doi:10.1080/00940771.2014.11461895


Summary: This article focuses on current middle school classroom formative assessment strategies to promote student learning. The strategies presented are easily implemented in a student centered classroom.

Evaluation: These are strategies that many districts are using or moving toward. For example, an exit slip such as the one I created below could help teachers experiment with formative assessment to drive instruction and improve student achievement without becoming overwhelmed. The examples are easily implemented whether a veteran teacher or new to the classroom.

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Flipped Classrooms

Navarro-Britt, Nelly


I am researching Flipped Classrooms for my Educational Theory & Best Practices category. A flipped classroom is where students watch videos of the lessons before arriving to class. The videos can be ones the teacher finds online (YouTube, Kahn Academy, etc) or videos the teacher makes him/herself. Either way, the learning takes place outside of the classroom. When the students arrive to school, having seen the video, they are now free to practice what they have learned via collaboration with classmates on projects, getting assistance on homework, etc. The old way of having students sit and listen to a lecture in class and then go home to do practice alone is being flipped. Now the student can learn at their own pace via watching the video on their own time and more than once, if needed. And the teacher is free all class period to help with hands-on activities instead of lecturing. The article I am reviewing is about the pros and cons of flipped classrooms. I think in my explanation above of what a flipped classroom is, I listed many of the pros. Another pro is that parents can see what the students are learning since videos are seen at home. Another pro is because most of the work is being done in the classroom, this leaves more time for kids to be kids (play sports, hang out with friends, etc). The only thing they do at home is view the video. All “homework” is done in class. The biggest con is what to do if your students don’t have an electronic device at home or no access to the internet. The school district I currently work in has 1-1 Chromebooks, however we have students with no internet access at home meaning they cannot complete assignments even though they have a device provided by the school. Another con is trusting that the students will watch the videos. How does this model work if the students come in without having seen the lecture ahead of time? And finally, a con listed in the article is that this method does not “teach to the test” meaning it is not good for the standardized State tests students must take now-a-days.