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Blair Peterson

Making Student Blogs Pay Off with Blog Audits - ProfHacker - The Chronicle of Higher Ed... - 0 views

chronicle.com/...27559

blog 21stcentury Education assessment learning

shared by Blair Peterson on 13 Oct 10 - No Cached
  • Blair Peterson on 13 Oct 10
     
    Assessing student blogging. College example with sample rubrics and ideas for grading and self-assessment.
Blair Peterson

School Library Monthly Blog - 0 views

blog.schoollibrarymedia.com

librarians assessment StudentCenteredLearning CurriculumFramework

shared by Blair Peterson on 14 Apr 11 - Cached
  • Blair Peterson on 14 Apr 11
     
    On this blog post there is a good presentation on assessing digital work. While we don't have access to the entire presentation, you can glean good ideas from the slides. Great ideas for assessing students' digital work.
Blair Peterson

for the love of learning - 0 views

www.joebower.org

education learning grading blog teaching homework assessment

shared by Blair Peterson on 04 Oct 10 - No Cached
  • Blair Peterson on 04 Oct 10
     
    Blog by a Canadian teacher who promotes abolishing homework, not giving grades,and rethinking accountability. The grading posts are interesting.
Blair Peterson

Teach like a video game: Use assessment as learning and motivation - cleanapple.com - M... - 1 views

www.cleanapple.com/blog

assessment Graded21c 21stcentury StudentCenteredLearning game videogames Tools

shared by Blair Peterson on 03 Dec 10 - No Cached
  • Blair Peterson on 03 Dec 10
     
    This is a very good blog post on making sense of assessment through video games. 
Blair Peterson

Challenge Success Blog - 0 views

www.challengesuccess.org/...blog.aspx

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

Tech's Favorite School Faces Its Biggest Test: the Real World | WIRED - 1 views

www.wired.com/...-faces-biggest-test-real-world

personalized innovation technology

shared by Blair Peterson on 29 Jan 17 - No Cached
  • Last year, according to Summit administrators, 74 percent of Summit students met or exceeded Common Core standards for English Language Arts on California’s state tests, compared to 49 percent of students statewide, and 51 percent of Summit students met or exceeded the standards for math, compared to 37 percent statewide. The college acceptance rate for Summit graduates perennially pushes 100 percent.
    • Blair Peterson
      Blair Peterson on 29 Jan 17
       
      Amazing that the overall results are so low. How can this be? Another piece of data around lower performance in math.
  • Even some of personalized learning’s biggest backers admit that it’s easy to get it wrong.
  • “Personalized learning is easy to bastardize. It’s easy to do it superficially.”
  • ...15 more annotations...
  • Last August, for instance, the Center on Reinventing Public Education published a brief field report from their ongoing study of personalized-learning initiatives warning that some schools focus on the “iconography” of personalized learning — the technology or the project-based learning — but sacrifice rigor.
    • Blair Peterson
      Blair Peterson on 29 Jan 17
       
      This is something that we always strive for. Rigor has to be the standard.
  • “When I walk into a classroom and see all the kids on a computer, mostly on the same screen, and the teacher is moving around the room like a test proctor, that is where we’ve gone way wrong and need to right the ship,”
  • The only prerequisites for would-be Basecamp schools are a commitment to Summit’s grading policy, a one-to-one ratio of computers to students and a team of at least four teachers covering the core academic subjects for about 100 students.
  • “Historically, there are virtually no game-changers in the history of school innovations,” said Justin Reich, executive director of MIT’s Teaching Systems Lab and the author of Education Week’s EdTechResearcher blog.
  • “I’m not spoon-feeding them anything,” she explained. “That’s a relief, because there’s a lot less of me trying to run around and help everybody with little details, and more of us having conversations about math.”
  • According to Riley, the personalized learning advocates wrongly assume that all students are able to effectively guide their own learning.
  • Christina Nguyen, a ninth-grader at Summit Denali. Nguyen was working on quadratic equations with her friend, Chloe Starbird
  • Summit requires Basecamp schools to follow its practice of basing 30 percent of grades on mastery of content and 70 percent on students’ use of various cognitive skills, such as making inferences and clearly communicating their ideas.
  • While Summit’s PLP does include tests of content knowledge for each subject, students take them only when they feel ready and, if they fail, can re-take them until they pass. Some Walsh parents, such as Paula Swift, whose sixth-grade son, Trevor, is in the Summit program, are fully supportive of this “mastery-based” grading.
  • Other parents are puzzled by the approach. “I’ve definitely heard from at least 10 parents who are like, ‘I don’t know what’s going on,’ ” O’Connor said. ” ‘Is this good for my child?’
  • “I used to fail a lot of math tests. But now, I love school math, because I’m learning better.”
  • Benjamin Riley, who visited many personalized-learning classrooms from 2010 to 2014 as the policy and advocacy director for the NewSchools Venture Fund. Shortly after leaving that post, Riley planted his skeptic’s flag with an oft-cited blog post titled, “Don’t Personalize Learning.”
  • At the start of the year, her students were often frustrated, and she had to resist the urge to step in and rescue them. For nearly two months of school, she said, “It was tough. There were tears.”
  • Logically, this concern about the need for guidance heightens with novice learners.
  • “When you have little ones, it’s harder to do the full, self-directed learning. There needs to be a lot more scaffolding and support,” said Loughlin, singling out her school’s structured and deliberate literacy instruction. “We need to set a strong foundation. We don’t want to create gaps in our learning for our little ones.”
Blair Peterson

Ensuring Critical Thinking in Project-Based Learning « The Whole Child Blog «... - 0 views

whatworks.wholechildeducation.org/...king-in-project-based-learning

assessment PBL critical thinking

shared by Blair Peterson on 20 Feb 12 - No Cached
  • Through repeated practice, you can create a rigorous driving question that is open-ended, complex, and at the same time kid-friendly. A driving question is not “Google-able” but may contain many “on-the-surface” questions.
  • If the project is for an outside audience, the purpose may become more complex, because that audience’s lens and needs are unique and challenging. If you pick an audience outside of the classroom and a purpose that is rigorous and challenging, then the project will require some critical thinking.
  • Don’t forget that when you demand critical-thinking skills, then you must scaffold these thinking skills with lessons, modeling, and so forth
Blair Peterson

Seth's Blog: The shell game of delight - 1 views

sethgodin.typepad.com/...the-shell-game-of-delight.html

assessment AssessmentandEvaluation StudentCenteredLearning Education

shared by Blair Peterson on 03 Feb 11 - No Cached
  • Blair Peterson on 03 Feb 11
     
    Totally relates to assessment.
Blair Peterson

Dipsticks: Efficient Ways to Check for Understanding | Edutopia - 3 views

www.edutopia.org/...-for-understanding-todd-finley

assessment grading learning formative standards-based grading

shared by Blair Peterson on 09 Nov 14 - No Cached
  • "When the cook tastes the soup," writes Robert E. Stake, "that's formative; when the guests taste the soup, that's summative."
Blair Peterson

Homework: An Unnecessary Evil? | Psychology Today - 2 views

www.psychologytoday.com/...homework-unnecessary-evil

homework grading learning assessment formative

shared by Blair Peterson on 27 Nov 12 - No Cached
  • First, no research has ever found a benefit to assigning homework (of any kind or in any amount) in elementary school.
  • Second, even at the high school level, the research supporting homework hasn’t been particularly persuasive.  There does seem to be a correlation between homework and standardized test scores, but (a) it isn’t strong, meaning that homework doesn’t explain much of the variance in scores,
  • Third, when homework is related to test scores, the connection tends to be strongest -- or, actually, least tenuous -- with math.  If homework turns out to be unnecessary for students to succeed in that subject, it’s probably unnecessary everywhere.
  • ...5 more annotations...
  •  Even assuming the existence of a causal relationship, which is by no means clear, one or two hours’ worth of homework every day buys you two or three points on a test.
  • And the result of this fine-tuned investigation?  There was no relationship whatsoever between time spent on homework and course grade, and “no substantive difference in grades between students who complete homework and those who do not.”
  • Even if homework were a complete waste of time, how could it not be positively related to course grades?
  • The better the research, the less likely one is to find any benefits from homework.  
  • The assumption that teachers are just assigning homework badly, that we’d start to see meaningful results if only it were improved, is harder and harder to justify with each study that’s published.
angemolony

Response to a Parent (from Rick Wormeli) - Assessment FOR Learning - 0 views

salemafl.ning.com/...show

assessment learning wormelli SBG

shared by angemolony on 09 May 13 - No Cached
  • angemolony on 09 May 13
     
    I admit to worshiping at the altar of Wormeli. Check out his response to parent's (could apply to teachers too) that aren't on board with SBG.
Blair Peterson

The Boys at the Back - NYTimes.com - 0 views

opinionator.blogs.nytimes.com/...the-boys-at-the-back

boys assessment grading learning behavior

shared by Blair Peterson on 03 Feb 13 - No Cached
  • Teachers of classes as early as kindergarten factor good behavior into grades — and girls, as a rule, comport themselves far better than boys.
  • No previous study, to my knowledge, has demonstrated that the well-known gender gap in school grades begins so early and is almost entirely attributable to differences in behavior
  • If the teachers had not accounted for classroom behavior, the boys’ grades, like the girls’, would have matched their test scores.
  • ...4 more annotations...
  • If they are inattentive, obstreperous and distracting to their teachers and peers, that’s their problem. After all, the ability to regulate one’s impulses, delay gratification, sit still and pay close attention are the cornerstones of success in school and in the work force
    • Blair Peterson
      Blair Peterson on 03 Feb 13
       
      This seems very funny to me. So, why not use the carrot and stick approach with grades for these behaviors.
  • I emphasized boy-averse trends like the decline of recess, zero-tolerance disciplinary policies, the tendency to criminalize minor juvenile misconduct and the turn away from single-sex schooling. As our schools have become more feelings-centered, risk-averse, collaboration-oriented and sedentary, they have moved further and further from boys’ characteristic sensibilities.
  • Black women are nearly twice as likely to earn a college degree as black men.
Blair Peterson

Competency-Based Education: What It Is, How It's Different, and Why It Matters to You -... - 0 views

flex.wisconsin.edu/...rent-and-why-it-matters-to-you

competency-based assessment standards based assessment grading standards-based grading formative StudentCenteredLearning summative

shared by Blair Peterson on 28 Nov 16 - No Cached
  • Competency-based education turns the traditional model on its head. Instead of awarding credits based on how much time students spend learning, this model awards credits based on whether students can prove they have mastered competencies—the skills, abilities, and knowledge required in an area of study.
  • By focusing on what you know rather than how much time you spend learning, competency-based education puts you in charge of your education as never before.
  • The Flexible Option recognizes and rewards prior learning by giving you the opportunity to pass assessments using knowledge you already have. You study only the material you need to master and never spend time or money revisiting things you already know. In addition, an Academic Success Coach will work with you to customize your learning plan based on your knowledge and goals.
  • ...1 more annotation...
  • Academic Success Coach
Blair Peterson

Formative Assessment Web Conference Archive | EPIC-Ed - 0 views

www.epiced.org/...essment-web-conference-archive

formative assessment learning

shared by Blair Peterson on 09 Sep 12 - No Cached
  • Blair Peterson on 09 Sep 12
     
    Formaitve assessment web conference out of the Friday Institute, North Carolina State University.
Blair Peterson

How We Teach Students to Cheat - NYTimes.com - 1 views

parenting.blogs.nytimes.com/...how-we-teach-students-to-cheat

cheating assessment

shared by Blair Peterson on 10 Sep 12 - No Cached
  • Are we meant to assume that students who are smart enough to get into Harvard don’t know that? Will the school later offer a course in why it is a bad idea to pour gasoline on a flaming toaster oven?
  • that looking successful is more important than being honest. They cheat because they have been taught, however unwittingly, that it is worth it.
  • Blair Peterson on 10 Sep 12
     
    "How We Teach Students to Cheat By MICHELLE BLAKE"
Blair Peterson

Brent's Blog: Supporting No Zeroes - 0 views

brentcudly.blogspot.com.br/...supporting-no-zeroes.html

assessment grading zeros

shared by Blair Peterson on 08 Jun 12 - No Cached
  • Keep the answer book open in the back of the room.  The practice isn't graded anyways.  This sends a message that the homework is for learning, not grading.
  • But why would a student do the work if it isn't graded?  Because your homework is directly aligned to what will be on your assessments.  
  • Our goal with both programs is to get completed work, not punish kids.
  • ...1 more annotation...
  • By the way, the students that are actually motivated by grades are not the students we are talking about with these homework programs anyways.
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