Skip to main content

Home/ Assessing Student Work/ Group items tagged failure

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Blair Peterson

Figuring It Out: Grading failure is Not an option - 1 views

figuringitouted.blogspot.com/...ing-failure-is-not-option.html

Mindset assessment grading learning

shared by Blair Peterson on 04 Sep 11 - No Cached
  • From my perspective (others can add their thoughts) what this book has completely reaffirmed in my mind is that, as teachers, we need to stop grading failure. Learning is about trial and error, taking chances and making mistakes until we get it right.
  • We don’t let students who might be stuck in the “fixed mindset” take a zero on an assignment for fear of being labeled “stupid”. We want to teach students that they are accountable for their work.  We want them to fully understand that true learning is about doing, making mistakes and redoing.
Blair Peterson

Jeremy Lin's Evolution - NYTimes.com - 1 views

www.nytimes.com/...remy-lin-as-a-point-guard.html

shared by Blair Peterson on 26 Feb 12 - No Cached
  • Blair Peterson on 26 Feb 12
     
    This is an excellent article on how Jeremy Lin worked to become a starter with the Knicks. He has excellent feedback from coaches, he failed multiple times, he learned from the failure and he continues to learn and improve. The feedback that he received was amazing. As educators, we can definitely learn from this example.
Blair Peterson

The necessity of failure | Connected Principals - 0 views

www.connectedprincipals.com/...3200

failure assessment grading learning StudentCenteredLearning

shared by Blair Peterson on 11 Apr 11 - No Cached
  • In a first-semester freshman English class, a student has a score of 45% going into the final. This student has been a discipline problem the entire semester and has not done much homework. No matter what score this student receives on the final, he cannot pass. The entire semester was designed so that students understand the fundamentals and concepts of writing a five-paragraph essay; the final is the culmination of that effort. Since you do not trust this student, you stand over him and watch him write his essay so you know he did not cheat. When you grade the essay, you find it is perfection.  He learned every first-semester English standard. What semester grade do you assign?
Blair Peterson

Assessment of Learning with a Competency-Based System: How to Start | Connected Principals - 0 views

connectedprincipals.com/...6806

assessment grading standards based

shared by Blair Peterson on 09 Dec 12 - No Cached
  • The ability to be able to “dig deeper” into what a final grade represents and how it can be used to report learning not only intrigued the admissions officers, but it generated an entire discussion around what else a competency-based grading and reporting system could do for students.
  • A “competency” is the ability of a student to apply content knowledge and skills in and/or across the content area(s).
  • In contrast, O’Connor (2009) defines a formative assessment as “an assessment for learning and can broadly be described as a “snapshot” or a “dipstick” measure that captures a student’s progress through the learning process.
  • ...6 more annotations...
  • At Sanborn Regional High School, summative assignments must account for at least 90% of a final course grade.
  • e do not make use of averaging by quarters or trimesters to compute a student’s final course grade. Instead, our students know that their grade will be calculated based on all of their work for the entire course.
  • At Sanborn, any student who does not obtain an 80% or higher on a summative assessment has the option to reassess, provided they complete a reassessment plan with their teacher which may include a deadline for completion of the reassessment as well as the completion of several formative assessments at a proficient level prior to taking a reassessment.
  • Rather, a zero skews a student’s final grade in such a way that it no longer accurately represents what a student knows and is able to do. Giving a student a zero is akin to giving them the option to fail. In the Sanborn model, failure is not an option for any student. Teachers will do whatever it takes to get student’s to complete an assignment.
  • One of our next hurtles to address as a school community is moving this to something higher, possibly as high as an 80%)
  • Completion of an online course or competency module at a proficient level Completion of a teacher-directed project or recovery plan at a proficient level. The plan may include reassessments of key summative assignments or the completion of an alternative project Completion of an appropriate extended learning opportunity that is connected with the skill or competency that must be recovered
Blair Peterson

Education Nation: Abolish Grades! - 0 views

www.educationnation.com/index.cfm

grading assessment

shared by Blair Peterson on 23 Aug 12 - No Cached
  • Moreover, grading causes students to be risk-prone. Research finds that students of all ages who have been led to concentrate on getting a good grade are likely to pick the easiest possible assignment if given a choice. Folks, 'F' is really the new 'A.'
  • Feedback is at the gist of a revolutionary assessment system. Notice the word "assessment." Assessment, unlike the current system, is an ongoing process directed at improving a student's learning. Iteration and failure are packed in.
  • "Assessment is not a spreadsheet -- it's a conversation." I propose that classrooms have daily crit sessions where fellow peers constructively criticize each other's work. This is a simple, yet very attainable solution.
Blair Peterson

SMARTER TEACHER: Homework: Graded or Ungraded - 1 views

smarterteacher.blogspot.com/...mework-graded-or-ungraded.html

assessment homework grading StudentCenteredLearning formative

shared by Blair Peterson on 05 Mar 11 - No Cached
  • And yet, no dancer, no musician and no athlete gains credit for their practice except through their actual performance in the event. We do not applaud the dancer or musician during practice. We do not add statistics from practice to the athlete’s record.
  • he assessment should actually be of the effectiveness of the teacher’s instruction and in what areas the teacher should continue to provide instruction to assist student mastery.
  • Homework allows both the student and teacher to determine if there is understanding of the subject and/or where problems
  • ...1 more annotation...
  • Students do not have equal resources for completing homework. (computer or internet, time, study space, privacy etc…) Homework that is busy work is often copied just for completion. If homework is summative then it must be graded. Often homework is merely checked off. Student homework assignments are the most likely to receive zeroes which can negatively skew the total grade that may be indicated by summative assessments. Homework should never be assigned over holidays thereby interfering with family plans. Kids do need a break. Many students have nights with hours of homework. Could students more out of 15 or 20 minutes of well planned practice rather than an hour of busy work? If homework is based on course standards then not doing the homework should naturally affect their grades on summative assessments. For this reason no separate grade should be necessary. Zeroes in homework followed by zeroes on summative assessments is punishing the student twice for that content. Failure to complete homework is a responsibility issue, and, as such, should be treated just as inattentiveness, not bringing materials, disruptiveness and similar issues. Many home help sites have blossomed in the past decade, casting doubt on how much work the student is actually completing.
Blair Peterson

Education Week Teacher: Best Practice: Formative Assessment Done Right - 2 views

www.edweek.org/...tln_formative.html

assessment formative learning

shared by Blair Peterson on 05 Mar 11 - No Cached
  • Grant Wiggins says this about the feedback we give based on formative assessment: "Feedback is value-neutral help on worthy tasks. It describes what the learner did and did not do in relation to her goals. It is actionable information, and it empowers the student to make intelligent adjustments when she applies it to her next attempt to perform."
  • It’s information for me, but just as importantly, it’s information my students can use to achieve more and perform at higher levels.
  • Grades don’t tell them much about what they need to learn or what they need to do better. When students earn a "C," they may feel like failures, but they have little idea what to do to improve their skills.
  • ...2 more annotations...
  • Once I realized how little help a grade was for students, I changed things—big time! Now they get the feedback they need to gauge their own progress. Sometimes my feedback is on the content of the curriculum and sometimes on foundational skills.
  • My formative feedback at each step of the way let students see how to improve their notes or summaries and whether they needed to look for more examples of the laws. From the first drafts I read, I could tell they had no idea how to write these kinds of descriptions. I had to create writing frames so that students could learn specific patterns of writing and how to use simple math calculations from their lab work to support their ideas.
1 - 7 of 7
Showing 20▼ items per page