Late last week, I wrote a piece titled How Testing Will Change What I Teach Next Year. In it, I detail the 48 DAYS that I spent teaching high level skills — things like interpreting nonfiction text, evaluating the reliability of online sources, and building
Regular Radical Readers know that high stakes testing is in the forefront of my mind right now. I guess that’s just what happens when you live and work in a nation hellbent on tying teacher evaluation to the scores that students produce on multiple choice
Blogger’s Note: I read a John T. Spencer bit a few weeks back that touched a bunch of emotions. That’s led to a bit of unvarnished truth that I wanted to process here in a post that is decidedly light on the smiles and candycorn.
In a recent bit over on his blog, my buddy Tony Baldasaro argued that the decisions schools make are often designed to support the system rather than to support students or to advance learning. He writes: “I’m trying hard to not be so cynical about
Anyone that has spent any length of time following the Radical knows that the test-happy culture that we’re swimming in rubs me the wrong way. It’s simultaneously stripping the joy out of learning and driving good teachers out of the classroom all in a thinly-veiled
