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CTM 3: Chapter 2 - Introduction

Module by: Fred Mednick. E-mail the author

Figure 1: Assessment must be built into curriculum with children at the center
So That Children May Grow
So That Children May Grow (longview.jpg)

Learning Objective

In Course 3 you'll explore:

  • A new way of designing curriculum so that you get the results you want.
  • Rubrics (guidelines) that assess different aspects of student work such as mastery of the material, or the ability to apply what one has learned to real-life experiences.
  • The value of - and how to create - student portfolios, so that students, their parents, and you can see a student's work over a period of time, rather than relying upon tests alone.
  • How to build problem-based learning so that students can watch their own progress as they tackle an important issue.
  • How to use templates and adapt them for your own classroom so that you can expand your tool-belt of assessment practices.


Course material; Conversations with global colleagues.


Assignment 1: Identifying Outcomes - Creating Learning Objectives

Assignment 2: Understanding by Design and Learning Objectives ABCD

Assignment 3: Active Reading and Creating Dialogue

Assignment 4: Your Current and Future Assessment Tools

Assignment 5: Reflecting on What's Gathered

Assignment 6: Helping Students Reflect

Assignment 7: Designing Your Rubric

Assignment 8: Co-Creating a Rubric with Students

Assignment 9: 4 Elements of Effective Feedback

Assignment 10: Active Reading and Dialogue

Assignment 11: Survey for Course 3


4 weeks


In this course, we will look at various types of assessments. We will also broaden our understanding of assessment and evaluation with an exploration of the broader process encapsulated in the acronym "A-REEF," which stands for:

A ssessment

R eflection

E valuation

E ffective F eedback

And like "a reef" in the ocean, this larger process of "Assessment, Reflection, Evaluation, and Effective Feedback" is an abundant place teeming with life and possibility.

Casting the Net

To think about Assessment, imagine that you are casting a large fishing net into fertile waters. After a while, you pull in the net to see what you've "caught."

Assessment is like collecting information - taking stock or making an inventory of what you see - and then reflecting upon or processing that information.

What do you see enmeshed in the net? You reflect on what you've "caught" and use the information to help you to decided what's next. For example, if students take a test or complete a project (and with your rubric), you find few results in the net, you might realize that individual students need help in certain areas OR if most of your students come up with a scarce or barren net, you might consider revising your original lesson plan or method of teaching.

Assessment, therefore, is about gathering information that ultimately informs your teaching and helps students reflect upon their own process of learning.

3 Things to Consider

As you begin your exploration of A-REEF - "Assessment, Reflection, Evaluation, and Effective Feedback" - consider the following:

  • Decide what you will monitor.
  • Decide how students can demonstrate what they know.
  • Discuss with students how they did on the assessments.

Then, let this process inform your teaching practice.


Usually, you just click "Next" to go to the next page. When you finish a section, however, (as you're about to do when you finish reading these two paragraphs), you need to click on the "Outline" button, which is on the bottom, right-hand side of the page. Look underneath the blue bar and click on the word "Outline."

When you click on "Outline," a screen will come up that will show you the outline for Course 3. Look for the next section to read and click on the first topic in that next section. For example, when you get to the outline now, look under the next section called "Start with the Ending in Mind" and look for the first topic in black lettering called "Overview." Click on "Overview."

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