In "The Assessment Double Play" in this month's Educational Leadership, Roberta Buhle and Camille L. Z. Blachowicz lament the fact that teachers often store their thinking about testing in a different "silo" from their thinking on instruction. Buhle and Blachowicz define silo communication as "the tendency not to connect one known body of information with another. We see teachers thinking in this fashion when they appear to disregard assessment results when they make instructional decisions."
Have you seen teachers practice silo thinking? How can we avoid it?
