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Blair Peterson

I have a cunning plan… | Cooperative Catalyst - 0 views

coopcatalyst.wordpress.com/...i-have-a-cunning-plan

gradebooks differentiation grading StudentCenteredLearning

shared by Blair Peterson on 27 May 13 - No Cached
  • Blair Peterson on 27 May 13
     
    While most of this article is about differentiation, he does talk about a new grading program that allows teachers to submit individual assignments for each student.
Blair Peterson

Grading, Assessment, Student Achievement: Revisited - rryshke's posterous - 0 views

rryshke.posterous.com/ent-student-achievement-revisi

grading assessment

shared by Blair Peterson on 02 Nov 11 - No Cached
  • The first task in grading reform is to reach consensus on purpose and foundational issues.
  • Are grades about what students earn or are they about what students learn?
  • First and foremost, what is the purpose of grades, what message do we want them to communicate, and who is our audience? 
  • ...1 more annotation...
  • Grades should provide the basis for differentiating students. Grade distributions should resemble a normal bell-shaped curve. Grades should be based on students' standing among classmates. Poor grades prompt students to try harder. Students should receive one grade for each subject or course.
Blair Peterson

To Reassess (or, how to make more work for me) | Continuous Everywhere but Differentiab... - 0 views

samjshah.com/...r-how-to-make-more-work-for-me

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

shared by Blair Peterson on 20 Aug 14 - No Cached
  • 1) students waited too long to do it. I put an approximate 2-week limit (after returning tests) to re-assess. Students waited until almost the last day just to notify me of their intent to re-assess. The longer they waited the worse they did.
  • The good news this year, though, was that re-assessment didn’t take over all of my time like I thought it would. It took extra time, sure, but it was manageable. One of my projects this summer is to make a bank of more questions for assessment.
  • As for re-assessing, my biggest surprise was that many students chose NOT to re-assess! (this is honors, too!). I think back, even last year when I had a lazy group and grades were low. There I was agonizing about why, why, why, and what could I do to improve the grades….what I discovered is that I agonized over it far more than they did. The ones who didn’t re-assess accepted their grades. The ball was in their court, and they didn’t play. And I didn’t have to agonize over anything this year. So I guess it balances out — more time for me to do re-assessment, less time I spend agonizing over grades. I’ll take it.
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