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How can we help students self assess/reflect "understanding" and "knowing" assessments?

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When the focus of each unit changes, how do we still build in transfer between or amongst units?

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How do you build a skill based assessment while honoring the content?

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How do you build a skill based assessment while honoring the content?

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When do you find the rote, ¨fact-based¨ quiz or test useful? Or is it never really useful for student understanding?

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"Let the main ideas which are introduced be few and important and let them be thrown into every combination possible" (p. 41). I'm wondering about spiral curriculum and their benefits and drawbacks after reading this quote from the book.

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"Let the main ideas which are introduced be few and important and let them be thrown into every combination possible" (p. 41). I'm wondering about spiral curriculum and their benefits and drawbacks after reading this quote from the book.

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How can I better assess understanding when it's so subjective

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What is the best way to determine if an assessment is truly assessing what students know? That it's not just rote memorization

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How can we ensure that assessment is equitable (assessed  in a truly equitable fashion, equitable for students...)

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What are the components of a "good" curriculum"?

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To add to this, how specifically do we do this with our students who might have learning gaps?

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What types of assessments do we use for knowledge, and which types of assessments do we use for understanding?

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What are some examples of curriculum used in other districts? I have multiple district documents that are referred to as "curriculum" - I am never sure what folks are referring to when using that word. Wiggins & McTighe's definition of curriculum doesn't provide me immediate clarity.

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How do we bridge the gap from knowledge to understanding?

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How can PLCs run smoothly to create curriculum that benefits all of our students?

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Thinking about knowing vs. understanding, is the ability to decode words but not understand them in context an example of knowing but not understanding?

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Thinking about knowing vs. understanding, is the ability to decode words but not understand them in context an example of knowing but not understanding?

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What does an assessment look like that truly shows student understanding?

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How can I create authentic, meaningful assessments that demonstrate understanding?

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What is the difference between a curriculum and a scope & sequence?

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What is the difference between a curriculum and a scope & sequence?

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How can I assess student knowledge of skills at their ability level?