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Blair Peterson

Challenge Success Blog - 0 views

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assessment homework

shared by Blair Peterson on 24 Oct 12 - No Cached
  • Blair Peterson on 24 Oct 12
     
    Former student's reflection on homework in high school.
Blair Peterson

April 1-Writing Reflection/Self Assessment | Fulton's ELA - 0 views

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Writing Reflection

shared by Blair Peterson on 12 Sep 12 - No Cached
  • Blair Peterson on 12 Sep 12
     
    MS English class published writing self assessment prompts.
Blair Peterson

Communicative Relationships: The Purpose of Assessment | JAMES MICHIE - 0 views

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assessment formative

shared by Blair Peterson on 09 Aug 11 - No Cached
  • It’s important that the teacher helps the learner to understand what it is they are trying to achieve
  • It is also important that the teacher (as expert) provide feedback, helping the learner to understand where they are at and how to progress.
  • If enough opportunities for discussion, collaboration, reflection and evaluation have been offered, in a supportive environment, then I believe that all learners can develop invaluable meta-cognitive skills. Like the first relationship, trust is of high importance here. Trusting yourself is difficult. It takes time to reach a point where you can be effectively self-critical, where you can trust your own judgement. Helping learners to do this is the final piece of the puzzle in helping them to become independent learners.
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  • Early on with my classes I will arrange the learning in such a way that I assess their work first. This line of communication is pivotal early on as the expert needs to model what effective assessment looks like. I will then allot some time for them to reflect on this and to make amendments.
  • As my students trust themselves and each other more, I push the second and third communicative relationships to the front of the queue, more and more reserving my judgement for later. While I don’t like it, we are part of an exam driven system and I won’t be there at the end to help them.
Blair Peterson

11 Essentials for Excellent ePortfolios | Edutopia - 3 views

www.edutopia.org/...ellent-eportfolios-vicki-davis

eportfolio eportfolios portfolios assessment edutopia portfolio

shared by Blair Peterson on 08 Oct 15 - No Cached
  • Blair Peterson on 08 Oct 15
     
    An electronic portfolio can helping students reflect on their learning, organize and share their products, and maintain a record of their accomplishments for the future.
Blair Peterson

Edunators - Helping Teachers Overcome Obstacles and Focus on Learning - Audit Your Grad... - 0 views

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assessment grading grades homework summative formative

shared by Blair Peterson on 16 Apr 13 - No Cached
  • f it doesn’t reflect actual content knowledge, it doesn’t go in the gradebook. Period.
  • If you as a classroom teacher are going to become focused on learning, an Edunator if you will, then you can’t be left guessing as to whether or not your students learned material. You’re going to need evidence of student learning.
Blair Peterson

Open-Book, Closed-Book, or 'Cheat Sheet'? Researchers Test the Merits of Exam Types - T... - 1 views

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researchers assessment grading learning formative summative

shared by Blair Peterson on 13 Dec 12 - No Cached
  • Another finding weakened Mr. Phillips's argument for cheat-sheet exams. An independent scorer evaluated the students' cheat sheets for organization and richness of detail. Higher-scoring cheat sheets, it turned out, had a weak relationship to performance on the exam.
  • "I was more adamant that the cheat sheet would result in better retention over all, and that wasn't the case," he said. "I think I might use more of an open book."
  • But, again, the results yielded a surprise. Students thought they would study most for the closed-book exams, but that view was not reflected in reports of their actual habits. Students in the psychology class spent the most time studying for the cheat-sheet exam, or more than four hours. Open-book exams yielded slightly fewer hours of study, while closed-book exams resulted in the least amount of time studying, 3.32 hours.
Blair Peterson

Educational Leadership:Effective Grading Practices:Starting the Conversation About Grading - 1 views

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grading practices assessment learning

shared by Blair Peterson on 12 Apr 13 - No Cached
  • When schools or school districts begin discussing grading practices, they usually have an agenda. A team of administrators may have decided that district grading practices and policies should move from conventional to standards-based, learning-focused practices. Or the push for grading reform may come from teachers who see a disconnect between standards-based instruction and conventional grading practices (Brookhart, 2011).
  • Some think about the motivational aspect of grades:
  • grades
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  • Teacher-written comments can communicate a wide variety of observations, evidence, questions, and conclusions about students. For now, we are just talking about academic grades.
  • Not everyone believes that grades should reflect only achievement.
  • With most conventional grading practices, one grade sums up achievement in a subject, and that one grade often includes effort and behavior.
  • Merely tweaking the details of a grading system can result in a system that makes even less sense than the one it was intended to replace.
  • Many schools get caught up in debates that amount to tinkering with the reporting scale while maintaining otherwise conventional grading practices.
Blair Peterson

Educational Leadership:Effective Grading Practices:EL Study Guide - 2 views

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grading practices learning assessment

shared by Blair Peterson on 27 Nov 11 - No Cached
  • What do you think the purpose of grading is? Is it to communicate students' academic achievement to students and parents? Is it to motivate students to put forth their best effort? Some combination of both? How might that belief affect your grading practices?
  • If educators' goal is for students to learn, does it matter if it takes some students a little longer than others?
  • What's your current policy on offering redos and retakes? How did you arrive at this policy? Reflecting on the ideas Wormeli and Dueck present, how might you change your policy? If you don't offer retakes, what steps might you take to introduce them in your classes? If you do, what new ideas do you have for making the practice more effective?
Blair Peterson

Letter Grades Deserve an 'F' - Jessica Lahey - The Atlantic - 2 views

www.theatlantic.com/...284372

standards assessment grades grading homework learning summative standards-based grading standards based

shared by Blair Peterson on 13 Mar 14 - No Cached
  • Letter Grades Deserve an 'F' The adoption of the Common Core could usher in a new era of standards-based grading. Jessica Lahey
  • When a child earns a ‘B’ in Algebra I, what does that ‘B’ represent? That ‘B’ may represent hundreds of points-based assignments, arranged and calculated in categories of varying weights and relative significance depending on the a teacher’s training or habit. But that ‘B’ says nothing about the specific skills John has (or has not) learned in a given class, or if he can apply that learning to other contexts. Even when paired with a narrative comment such as, “John is a pleasure to have in class,” parents, students, and even colleges are left to guess at precisely which Algebra I skills John has learned and will be able to apply to Algebra II. 
  • As Alfie Kohn has written, “what grades offer is spurious precision—a subjective rating masquerading as an objective evaluation.”
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  • For all the effort, time, and best intentions teachers invest in those reams of grade reports, we are lying to ourselves and to our students’ parents, cheating our students out of clear and accurate feedback on their academic process, and contributing to the greater illusion that grades are an accurate reflection of skill mastery.
  • What should the mark really represent? Should the mark be based upon ability or performance, or even upon zeal and enthusiasm? What is the best set of symbols to represent ability or achievement?
  • This approach is known as standards-based grading. It is a system of evaluation that is formative, meaning it shapes instruction in order to fill in knowledge gaps, and measures mastery based on a set of course objectives, standards or skills.
  • Many notions I had at the beginning of my career about grading didn't stand up to real scrutiny. The thorny issue of homework is one example of how the status quo needed to change. I once thought it was essential to award points to students simply for completing homework. I didn't believe students would do homework unless it was graded. And yet, in my classroom, students who were clearly learning sometimes earned low grades because of missing work. Conversely, some students actually learned very little but were good at “playing school.” Despite dismal test scores, these students earned decent grades by turning in homework and doing extra credit. They would often go on to struggle in later courses, while their parents watched and worried.
  • Teaching and learning with an eye toward mastery of a defined list of competencies circumvents many of the pitfalls that points-based grading causes.
  • While a shift to standards-based grading from the traditional, points-based system sounds daunting, now is the perfect time to make the transition.
  • Blair Peterson on 13 Mar 14
     
    "Letter Grades Deserve an 'F' The adoption of the Common Core could usher in a new era of standards-based grading. JESSICA LAHEY"
Blair Peterson

PBL: What Does It Take for a Project to Be "Authentic"? | Edutopia - 0 views

www.edutopia.org/...ect-based-learning-john-larmer

PBL project based learning project_based_learning assessment StudentCenteredLearning

shared by Blair Peterson on 19 Oct 13 - No Cached
  • A not-authentic "dessert project" would involve the kind of assignment students are typically given in school: compose an essay, create a poster or model, write and present a book report, or make a PowerPoint presentation on a topic they've researched.
  • Beyond their teacher and maybe their classmates, there's no public audience for students' work, no one actually uses what they create, and the work they do is not what people do in the real world.
  • PBL means students are doing work that simulates what happens in the world outside of school. In a project that is somewhat authentic, students could play a role (as in choice "c" above) -- scientists, engineers, advisors to the President, website designers, etc. -- who are placed in a scenario that reflects what might actually occur in the real world. Or students could create products that, although they are not actually going to be used by people in the real world, are the kinds of products people do use.
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  • PBL means students are doing work that is real to them -- it is authentic to their lives -- or the work has a direct impact on or use in the real world.
  • The project meets a real need in the world beyond the classroom, or the products that students create are used by real people.
  • he project focuses on a problem, issue or topic that is relevant to students' lives -- the more directly, the better -- or on a problem or issue that is actually being faced by adults in the world students will soon enter.
  • he project sets up a scenario or simulation that is realistic, even if it is fictitious.
  • The project involves tools, tasks or processes used by adults in real settings and by professionals in the workplace. (This criterion for authenticity could apply to any of the above examples of projects.)
Blair Peterson

Teacher newsmagazine - 0 views

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Grades assessment assessments History grading learning

shared by Blair Peterson on 21 Jul 15 - No Cached
  • In the years from 1911 to 1960, school systems experimented with various letter and number reporting conventions. Percentage grading was the most popular system during the latter half of the 19th and the early part of the 20th century. In that system, the teacher assigned each student a number between 0 and 100 supposedly reflecting the percentage of the material that the student had learned. T
  • One well-known system, which evenly distributes the grades on either side of a bell-shaped curve, would automatically fail a certain proportion of any given group—even in a group composed of known high achievers. Research has shown that rigid adherence to such practices can be very damaging to students.
Blair Peterson

The history of grading in three minutes - 0 views

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history grading assessments assessment Grades

shared by Blair Peterson on 21 Jul 15 - No Cached
  • n 1911, researchers testing the reliability of the marks entered on these cards showed that the same material could be assigned widely different marks depending on the markers. However, the research findings changed nothing because the graded report card had taken firm root.
  • From 1911 to 1960, school systems experimented with various letter and number reporting conventions. Percentage grading was the most popular system during the latter half of the 19th and the early part of the 20th centuries. In this system, the teacher assigned each student a number between 0 and 100, the number supposedly reflecting the percentage of the material the student had learned
Blair Peterson

Scholastic Teacher - 1 views

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assessment learning formative

shared by Blair Peterson on 31 Oct 11 - No Cached
  • Summaries and Reflections
  • Visual Representations of Information S
  • When you use formative assessments, you must keep track of the data that you collect.
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  • corrective instruction designed to help students must present concepts in new ways and engage students in different learning experiences that are more appropriate for them (Guskey, 2007/2008). Your challenge will be to find a new and different pathway to understanding. The best corrective activities involve a change in format, organization, or method of presentation
Blair Peterson

An "Old Math Dog" Learning New Tricks: Time to Tweak! - 0 views

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assessment sbg grading summative standards-based grading standards based re-assessments

shared by Blair Peterson on 20 Aug 14 - No Cached
  • Grading is easier and generally less time consuming
  • Student grades reflect what they know and are not artificially padded with extra points.
  • Students could reasonably bring up their grade - there wasn't as much "hopelessness" about their grades and I think that kept students willing to try, especially when we changed concept areas.
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  • My Math 1 and Algebra 2 students did not take advantage of reassessing much at all. I only had 4 Math 1 students who reassessed during the course of the year (these students reassessed multiple times). Maybe 1/4 or as much as 1/3 of my Algebra 2 students reassessed during the year (and I have a few who are now reassessing for the very first time tomorrow).
  • @druinok - we allow reassessments on certain days only and can only reassess one quiz per session. another issue is the time frame - I stopped my assessments about 1.5 weeks before the end of the grading period
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