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      <title>Tomlinson &amp; McTighe Chapter 5 by Brendan Leonard</title>
      <link>https://padlet.com/brendanfxleonard/53maqxn6n1t3lel2</link>
      <description>Please respond to one of the prompts (by adding a comment) by 8PM on Thursday, 10/31. ~150 words. Then, respond to a peer who answered a DIFFERENT prompt by 10PM on Sunday, 11/3. ~50 words.  </description>
      <language>en-us</language>
      <pubDate>2024-10-16 19:02:47 UTC</pubDate>
      <lastBuildDate>2024-11-07 21:09:48 UTC</lastBuildDate>
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         <title>Tomlinson and McTighe compare successful assessment to a photo album, because it offers a more revealing portrait of an individual versus a single snapshot (p.60). How could their &quot;photographic analogy&quot; apply to assessment in the theatre classroom? What value is there in variety when it comes to assessment?     </title>
         <author>brendanfxleonard</author>
         <link>https://padlet.com/brendanfxleonard/53maqxn6n1t3lel2/wish/3172897492</link>
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         <pubDate>2024-10-16 19:07:10 UTC</pubDate>
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         <title>The authors discuss the differences between declarative knowledge, procedural knowledge, and dispositions in the context of setting learning goals (p. 64). Though all are crucial in their own way, which would be the focus in your classroom? Why? What kinds of assessment might lend themselves to that focus? </title>
         <author>brendanfxleonard</author>
         <link>https://padlet.com/brendanfxleonard/53maqxn6n1t3lel2/wish/3172898466</link>
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         <pubDate>2024-10-16 19:07:57 UTC</pubDate>
         <guid>https://padlet.com/brendanfxleonard/53maqxn6n1t3lel2/wish/3172898466</guid>
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         <title>The authors discuss inauthentic versus authentic work (see the figure on p. 68). What are some examples of assessment that rely on inauthentic work? Can you think of an experience in your life as either a student or an educator in which you felt the difference between the two?</title>
         <author>brendanfxleonard</author>
         <link>https://padlet.com/brendanfxleonard/53maqxn6n1t3lel2/wish/3172898615</link>
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         <pubDate>2024-10-16 19:08:04 UTC</pubDate>
         <guid>https://padlet.com/brendanfxleonard/53maqxn6n1t3lel2/wish/3172898615</guid>
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         <title>The authors suggest that effective feedback is timely, specific, understandable, and allows for adjustment (p. 77). What makes feedback uniquely important in arts education? Do you have your own strategies for providing feedback?  </title>
         <author>brendanfxleonard</author>
         <link>https://padlet.com/brendanfxleonard/53maqxn6n1t3lel2/wish/3184455089</link>
         <description><![CDATA[]]></description>
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         <pubDate>2024-10-23 21:36:00 UTC</pubDate>
         <guid>https://padlet.com/brendanfxleonard/53maqxn6n1t3lel2/wish/3184455089</guid>
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