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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.
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  • 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

Studies Show More Students Cheat, Even High Achievers - NYTimes.com - 0 views

www.nytimes.com/...cheat-even-high-achievers.html

cheating assessment

shared by Blair Peterson on 10 Sep 12 - No Cached
  • high achievers are just as likely to do it as others.
  • A recent study by Jeffrey A. Roberts and David M. Wasieleski at Duquesne University found that the more online tools college students were allowed to use to complete an assignment, the more likely they were to copy the work of others.
    • Blair Peterson
      Blair Peterson on 10 Sep 12
       
      Telling finding. Maybe summative assessments have to be given in class. 
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  • An increased emphasis on having students work in teams may also have played a role.
  • Numerous projects and research studies have shown that frequently reinforcing standards, to both students and teachers, can lessen cheating. But experts say most schools fail to do so.
  • “When you start giving take-home exams and telling kids not to talk about it, or you let them carry smartphones into tests, it’s an invitation to cheating,” he said.
  • have found that most college students see collaborating with others, even when it is forbidden, as a minor offense or no offense at all. Nearly half take the same view of paraphrasing or copying someone else’s work without attribution.
  • Blair Peterson on 10 Sep 12
     
    Just wanted to add this one to the cheating articles.
Blair Peterson

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

jamesmichie.com/...hips-the-purpose-of-assessment

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.
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