For students to feel empowered in their learning, they must understand the language, purpose, and goals of assessment. Dueck argues that students need to understand what they are supposed to be learning and determine whether they actually learned it. Clear objectives and cooperative assessments can help with these objectives.

Joseph Weizenbaum, a professor at MIT, designed ELIZA in 1964 as an experiment in artificial intelligence. ELIZA was constructed with a library of ready-made questions that could be summoned at a moment's notice in response to human input. When users' statements fell outside the program's scripting, ELIZA could adapt by rephrasing the words into a…

Brookhart maintains that clear, positive teacher feedback, which provides precise information on the next steps a student can take to reach their learning targets, is at the heart of formative assessment. Because feedback is closely tied to students' feelings of self-efficacy, it can be destructive as well as motivating. Drawing on research and…

Defines education's new paradigm as schooling based on decision making, the critical thinking skills serving it, and the knowledge base supporting it. Outlines a model decision-making process using a hypothetical breakfast problem; a late riser chooses goals, generates ideas, develops an action plan, and implements and evaluates it. (4 references)…

The Thinking/Writing model integrates principles of learning theory, composing process research, and practical writing strategies. It is developed to motivate teachers to use writing as a tool for promoting cognitive growth. (MD)

A professor of educational psychology describes the goals of research in progress on the personal characteristics of expert teachers, compares classroom management techniques of expert teachers with those of beginning and student teachers, and criticizes existing teacher evaluation systems for their lack of uniform standards and experienced…