Blog Posts

Refining a Formative Assessment Design

A few weeks ago, I began drafting a formative assessment for assessing computational thinking in KG3 and G1. As I learn more, I have made some updates, which are highlighted below; however, my goal remains the same: to develop an assessment that could be used for assessing computational thinking through BeeBots. Figure 1: Wuxi Nanwai... Continue Reading →

Portfolio Assessments in KG

One of the most important assessments in nearly any early years setting, regardless of pedagogical approach, is the portfolio. This portfolio includes an array of work samples from the child as well as annotations, observations, and developmental checklists and often grows with the child from school entry to Kindergarten entry or beyond. As work samples... Continue Reading →

Questioning my Assessment

In recent weeks, I have been diving into assessment- facing the assumptions I make based on my own experiences as a teacher and understanding how the evolution of assessments over time correlates to the needs of an industrialized and growing nation. Below is the start of a growing checklist of questions I ask myself when building... Continue Reading →

Designing Formative Assessment

I recently gave a professional development session about computational thinking and BeeBots because teachers were unsure of the terminology in the curriculum, lacked confidence with the tools (BeeBots, BlueBots, etc.), and were not sure how to assess these skills. As I reflect on what I'm learning about assessment, I would like to develop an assessment... Continue Reading →

Computational Thinking in Kindergarten

On May 15, 2020, I offered a professional development session for approximately 50 KG1, KG2, and KG3 teachers. This session included a brief introduction to what technology means, the Technological, Pedagogical, and Content Knowledge (TPACK) Framework, and a close look at the Design and Technology standards in the Nanwai King's College School Curriculum Framework. After... Continue Reading →

Observing Learners to Communicate Progress

In my last blog, I identified three assumptions I hold about assessment. These assumptions were primarily based on my experience with observations and portfolio assessments in early education and closely matches my own assumptions about assessment. After examining an example of assessment from my classsroom, I still maintain my assumptions that assessment involves at least... Continue Reading →

Assumptions about Assessment

What do you think of when you hear the word "assessment?" For me, it instantly invokes all the senses from childhood experiences- the joy of coloring in the bubbles on Scantron tests (and the added fun of bubbling in all the e's in my name on state tests), eye strain from trying to keep on... Continue Reading →

Getting International Schools Back to Work

Coping with a crisis is hard enough when it affects a family or a community, but now that we’re dealing with one on a global scale, there are unique challenges to the international school community.  It's common for international curriculum schools (including local private schools like mine) to employ teachers from 15+ nations making it... Continue Reading →

Getting Started with Distance Learning

Whether you are going to survive or thrive in the days ahead starts with how you approach these first few days of school closures. I was in the US visiting family for the Chinese New Year holiday when my school closed. First thoughts were Score. This is amazing! I can stay with my family longer! followed almost... Continue Reading →

Create a website or blog at WordPress.com

Up ↑