Giving grades that truly reflect student learning is one of the perennial problems in teaching, and these shifts in thinking about how to gather and report grades can help.

Confession: There was a point in my career when I hated assessment. I dreaded the ways students reacted when I said we would have a test.

Experiential learning is hard to manage when students are not in the room. Middle and high school teachers tell us how they’re making it work.

For middle and high school science teachers, the pandemic threatened to put one of the most stimulating parts of the curriculum—lab work—mostly out of reach. Without access to classroom equipment and supplies,

Young people dealing with the effects of the pandemic can be encouraged through lessons that inspire resilience. 

What is the purpose of school? Many might say it’s to prepare students for their futures. But what happens if students feel hopeless about the future?

When students explore content using dramatic scripts, they can make gains in reading fluency and comprehension, while having fun.

These days, many teachers struggle when their tried-and-true pedagogy, developed and refined over years of practice, doesn’t translate to distance learning.

A few ways to set up formative and summative assessments that provide an accurate picture of what students know.

The question of how to authentically and fairly assess distance learners is one that educators, administrators, and school districts have been struggling with since the spring.