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The Bronx new school: Weaving assessment into the fabric of teaching and learning.

 Darling-Hammond, L., Ancess, J., & Falk, B. (1995). The Bronx new school: Weaving assessment into the fabric of teaching and learning. In, Authentic Assessment in Action: Studies of Schools and Students at Work.  NY: Teachers College Press.

Noticings:

- The best curriculums are built around student interests, needs, and experiences. 

- Comprehensive assessments have to be designed in order to guarantee quality education. 

- Children are at the center of learning when we have plenty of opportunities to look closely at their thoughts, strategies, and skills. 

Questions:

- Why do our schools NOT pay closer attention to students' developmental milestones and phases? I truly only see that type of investigation and thoroughness with students with IEPs. 

- What are the opportunities I possess as an educator coming into an already structured system that does not fully match my beliefs of pedagogical advances and meeting children's needs?

- How can you design an assessment without bias but is also fair for all?

Profound Statements:

"Classrooms are structured to encourage active inquiry and are stocked with a wide range of concrete materials meant to be used for direct investigation." (Arts Integration)

"They needed to know if their children were 'okay' and, if not, what was being done to help them." I think that this general feeling is very important to the entire process of development. All families truly want to know this fact. Why are we so concerned with their developmental stages at earlier ages, but we are less intrusive at older ages?

Application: 

That's an idea! Families can submit student work as well! Side projects or extended knowledge or experiences are welcomed. 

Assessment structure should show progression

Responsive Teaching Practices

Portfolio-based Assessments - excellent way of retaining student work and keeping teachers invested in taking observational notes and learning all about the student. 

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