10-Rep Learning ~ Teague's Tech Treks

Learning Technology & Tech Observations by Dr. Helen Teague


Weekend Ed. Quote ~ August 12, 2022

“In short, the effect of assessment for learning, as it plays out in the classroom, is that students keep learning and remain confident that they can cAssessment Completeontinue to learn at productive levels if they keep trying to learn. In other words, students don’t give up in frustration or hopelessness” ~Dr. Richard Stiggins, (2002, p. 761)










Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765.



#CUNE607 #CUNE604, #CUNE605


More Weekend Ed. Quotes


Weekend Ed. Quote ~ July 10

“The individualization of learning fundamentally redefines the role of assessment.”

~ Sebastian Thrun, founder of Udacity

Assessment Complete






Assessment – Key Concepts for BUS-435 Part 2

Continuing the theme of Assessment from BUS-435:  Educator Kristin Nannini addresses formative and summative assessment in the context of a blog post on exit tickets. She created and posted this engaging infographic on formative and summative assessment. Visit Kristine Nannini’s blog, “Young Teacher Love,” for additional resources on many more educational topics!


Image Source: Nannini, K. (2017, June). How to Completely Transform Your Teaching with Exit Tickets.
Blog Post. Available online at this link: https://youngteacherlove.com/exit-tickets-formative-assessments-math/ 


Assessment – Key Concepts for BUS-435 Part 1

Assessment is such an overarching concept. Regardless of the subject matter (Business Ed, English, Foreign Language, etc…) assessment will be a key component of the student’s and teacher’s experience.

So it is very important to get firmly grounded in the types of assessment, especially the difference between formative and summative assessment.

Key Concept: The first big difference is when the assessment takes place in a student’s learning process. Formative assessment/evaluation is an ongoing activity. Formative assessment/evaluation takes place during the learning process.

Summative assessment/evaluation takes place at the end of an instructional segment (concept, unit, semester, course).


Your resources for the week do an excellent deep dive on assessment so read/reread/bookmark them.

Please post questions/needs for clarification to the “Questions” forum.


Image Source: Couros, G. (2015, November 23). Do we imply finality in the term “summative assessment”? Blog Post. Available online at this link: https://georgecouros.ca/blog/archives/5812




CCE Finland: Panel Discussion and Twitter Chat on Assessment Part 2

CCE Finland: Panel Discussion and Twitter Chat on Assessment

Yesterday, I participated in a panel discussion at CCE Finland. #CCEFinland
The panel discussion addressed assessment. For my pre-panel post from yesterday, click here


L-R: Helen Teague, Craig Verdal-Austin from Capetown, South Africa, Harun Bozna from Turkey, Heramb Kulkarni from Finland

Here are my Top Ten Key Take-aways and my post-panel reflections:

1.) Every one of the 17 countries in attendance struggled with the concept of assessment.
(2.) When the topic of assessment is mentioned, most folks jump to the “summative” aspect when really there are at least 7 additional types of assessment.
(3.) In many countries, according to attendees, it is parents who are driving the standardized scoring. They want to know their child’s percentile number from the test and assign a heavy value on this numeral. IMHO: students feel this as pressure and not evidence of caring.
(4.) I advocate that there are five necessary forms of assessment, well really 6 forms of assessment that form a holistic representation of student learning.
(5.) Most testing /student assessment around the globe involves regurgitation of facts at lowest level of Blooms and with no inclusion of Krathwohl.
(6.) The push for Teacher assessment is gaining momentum (again) (but I question its overall value).
(7.) My recommendation is to teach the language of the test – this is not teaching to the test is it decoding and deciphering.
(8.) Most of what students are tested over is not rememberd by the students after the test.
(9.) Experiential learning and storytelling is a hook that helps memory
(10.) Educators are very interested in helping students achieve their very best learning snapshot through assessment.

Assessment Word Cloud by Teague

Assessment Word Cloud by Teague













CCE Finland: Panel Discussion and Twitter Chat on Assessment Part 1

CCE Finland: Panel Discussion and Twitter Chat on Assessment

It is a career highlight to serve on a panel discussion addressing assessment.

My Basic Question regarding assessment is “How Do We Know if They Are Getting Better at Learning… and we do we blame if they Aren’t?”     


JohnBarell-How Do We Know They're Getting Better


My question comes from my colleague John Barell who has written a book by this same title.

I asked this question to my national teacher professional groups and I received answers from many of them.

How do we know if we are sufficiently preparing the students of today for the challenges of the 21st century? Inquiry-based education leads to problem-solving and provides specific steps for pre, formative and summative assessment that informs instruction of 21st century skills.



Included in Dr. Barell’s book are examples that show how to use today’s technology in the classroom and how to use inquiry to develop and assess students’ ability to:

  • Think critically and creatively
  • Collaborate with others
  • Become self-directed learners
  • Adapt and become resourceful
  • Develop a sense of leadership, responsibility, and global awareness

Click this link for more information about Dr. Barell’s book

My PLN was a great resource of information. I received information, advice, and resources from educators in 10 states. Special thanks to Dr. Joyce King who provided so many timely resources.

One thing that stood out to me was the amount of summative assessment that currently occurs in U.S. classrooms. Specifically, testing days in the U.S. average 50 days out of 180 of state-standardized events plus 10 teacher-generated summative course-specific events per semester (20) for a total of 70/180 = 39%. The 39% figure does not count other forms of assessment such as formative assessment, reflection, student self- assessment, etc…

  • As educator Dr. A. Cross notes,”there is too much testing- and we are assessing the wrong things! The state level tests in Tennessee were given too early in the year for teachers to cover everything that was assessed for that grade, but then the results didn’t come back for months (over summer) so that data wasn’t used to improve teaching and learning- more as a punishment for educators when students scored poorly”-and- “they have a test as they leave grade 5 that heavily determines which middle school they can get into. Parents hire private tutors to give their students a leg up, which artificially inflates scores.”
  • As educator I. Ramirez explains, “we just find out that our school in Clark County will be rated (range 1-5 star school) base on student ACT performance. Therefore, our school system regarding standardized testing must change if we want to accomplish a 5 star rating. From now on students (freshman- Junior years ONLY) will be practicing 3-5 times per year taking a computer based test called CERT (CERT (College Equipped REadiness Tool). The output data from the student’s results will give us a prediction of how we’re doing as a school. In our math classes, for example, our warm up activities are ACT practice released problems. We want our students to get familiar with standardized testing vocabulary. We want our students to be considered proficient. In Clark County, ACT average composite scores are about 18 points. To be considered proficient, students must score 22 or more on the composite results. We know it will be a great challenge, however, myself I’m excited to fase this challenge. We know it will be a process to switch around from the low proficient to the proficient status, and also we know it may take some time to accomplish this academic goal, because we can do vertical alignment instruction. What I think is the real challenge is to create a culture of students interested to do well on these standardized assessments.
  • Upon reflection, educator Dave P. shared that “New York State implemented a ‘teacher assessment program’ and if teachers do not pass it they are put on probation and can be removed the following year if they do not show improvement – regardless of tenure. What I found interesting about this is that student assessment involves regurgitation of facts on multiple choice tests, even if the test includes open ended questions or work there is always a MC section. The teacher assessments require the observation of student involvement in the learning process, open ended questioning, Bloom’s Taxonomy, and other measures that go beyond the mere memorization of facts… [this] shows the state understands students need to do more than memorize facts, but this doesn’t match up to student assessments. Dave continues with this observation, “another part of the “teacher assessment” was that your students show “growth” over the year. So, to do this many teachers give impossible (“impassible”) BENCHMARK tests at the beginning of the year and compare the results on the final exam. Not exactly supported by science. My point; it’s all a game and depending on how you play it you can win without trying.
  • Jean H. provides a tidy summation and call to action.
    “When instructional practice is in alignment with the science behind the assessment, students and teachers can greatly benefit. That is where true differentiation of instruction that is impactful and uniquely perfect for each child is possible...currently, that is about as rare as a unicorn.”

Special thanks to these helpful folks:  John Barell, Dr. Joyce King, Dave P., Dr. Ashley CrossI. Ramirez, Jean H., Mark Barnes, Sylvia Ellison, Lev Vygotsky, Donald Schon, and Paulo Friere.

Check the blog tomorrow for my Top Ten Take-aways from the Panel Discussion.


Is the calendar incorrect? Nope it is still the 21st century

Word cloud created from text

In an opinion piece that succinctly explains what is troubling to most innovative educators, Graham Brown-Martin, Founder of Learning

Without Frontiers and Founder of Education Design Labs extols, “We continue to use technology to reinforce 19th century teaching practice.

Read the full online interview at this link

Nik Peachey‘s comment is noteworthy: “Some really good points here about the way assessment is crippling the ability of technology to move teaching practice forwards.”


Word Cloud created by Helen Teague using Wordle


Best Assessment Equation: Rubrics + Technology Tools

“Rubrics make the students’ lives much easier, but once written, they make the teacher’s life easier, too,” says Dr. Lena Nuccio-Lee, Assistant Professor of Professional Practice at the University of New Orleans. See the complete story here. Technology tools online also enable us to customize assessment for student groups. Does Timmy need to concentrate on writing complete sentences? Does Simone struggle with spelling? Has you been working with Stan on word attack skills? Insert specific criteria into your rubric to help individual learners.

How-to Resource: How to Write a Rubric

Technology Rubric Resources:
Landmark Project:
Rubrics for Projects:
PBL Checklists:
Rubric Links:

Skip to toolbar