Topic 3 Activity 4: Tools to Support Inquiry
Composition/Posting
Linda Dager Wilson writes: "Students counted as worthy of their energy in this class only those tasks or activities that were reviewed and then recorded in the grade book." So what? So far so obvious!	"Mr. Rivera, or Ms. Jones, does this count for a grade?" is a most familiar sound. One of the most tenacious set of assumptions students bring to class is that answers go into little boxes or fill-in spaces. Another assumption, this one from teachers, is that sums in boxes, or checks kept in a grade book, accurately assess understanding. How does one restructure assessment practice to include evaluation and measurement, while valuing reflection, communication, and reasoning? How does a team move to support a school climate that values reasoning and communication?
ASSIGNMENTS:	REFLECTION/COMPOSITION

Please compose some comments on Linda Dager Wilson's article. What made sense about it to you? Where does it lead? Do you have any solutions to offer? Post your comments in the DOMINO discussion area in the Assessment thread. You should read the comments of others and make three of your own. Try to deepen discussion threads. Consider counterpoint reflections.

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