On their own, assessments do not help students learn. Instead, the feedback and reflection that goes with an assessment is what drives student learning. This strategy for breaking down assessment questions is one way to provide an opportunity for feedback and reflection after students have completed either a formative or summative assessment. The goal is to get the students and teacher to process through the specifics in each assessment question and its answers. This process requires students to justify their understanding of how questions are written and what answers are correct or incorrect and why. The specific information provided in the students' answers will not only help the teacher gauge students’ understanding of learning , but also provide specific information regarding the effectiveness of the assessment.
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Cooperative learning is embedded into a classrooms culture and climate. This strategic instructional strategy, while embedded into the culture and climate of a classroom, also plays a significant part into the student engagement piece of lesson design. In a cooperative learning classroom, students work together in structured groups towards a common goal.
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This will be a resource built by the staff for the staff to encourage integration of 21st century skills into every student's learning.