Marking children's work with individual comments on their papers is not just hellishly burdensome, the gain is very limited and in some cases even counter-productive. Elen Harris researched a different way.
Marking, grading, offering feedback and assessment are commonly cited as the bane of teachers’ lives. Yet, they are necessary evils, so the key is to find intelligent ways to make it more efficient and effective. This issue’s Top Apps feature focuses on assessment—apps that offer real-time communication between teacher and class, digital and automated grading and marking tools and fun and engaging formative approaches. There is still no perfect method, but these apps are making a big difference in addressing the workload burden and increasing engagement.
Done well, assessment can spark the deepest kind of learning. Yet narrow definitions of assessment persist in education. Mara Krechevsky and Tina Blythe explore how Project Zero is reimagining assessment and share examples of assessment practices that foster learning for both students and teachers.
Achieving a deep understanding of something can be challenging for many students, however the benefits can be transformative. Tina Grotzer shares some approaches for developing adaptive expertise and helping children become deeper learners.
The arts are often placed within a context of supporting other subjects and imbued with myths about how children’s artistry is developed. Ellen Winner outlines some research based approaches to thinking about arts education and assessment.
Harvard’s Project Zero has been at the forefront of education research for more than five decades. Director Daniel Wilson highlights some of its contributions and current lines of research.
Editorial for CTL 8.2/3. Creativity should be at the heart of assessment as well as education.
Games and learning scholar Seann Dikkers sits down with teachers who use Minecraft in their classroom to learn about how innovative teachers think and design.
Early years’ psychologists suggest that children’s self-directed art activities are ‘wasted time’, but Sue Lyle shows how seeing young children as intellectually capable and taking their artistic expression seriously can have a profound impact on their learning experience.
The editorial of Creative Teaching & Learning 8.1
Confusion over what Mastery Learning is can has created conflicting ideas and approaches. Heather Clements explains what it is and uses models of memory to clarify how it can be a meaningful and successful way to achieve deep learning.