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Smart Guru

Concept of SmartGuru: Student Get Exam, Checker Paper & Publish Result - 0 views

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    Education plays a very important role in shaping any individual's life. Education is all about learning new things. There are various mechanisms to learn like schools, coaching classes, private tuition, books, online material, etc.
Blair Peterson

In Defense of Homework | disrupt learning! - 0 views

  • Is the anti-homework movement another “throw the baby out with the bath water” phenomenon?  If particular kinds of homework aren’t effective then we, as an educator community, need to look at that and make adjustments so that the things that we are assigning DO make a difference in learner performance.  But getting rid of homework because it’s potentially aversive or so that kids can play more?  I’m not convinced.
Blair Peterson

Assessment: Who's in Control? | Inquire Within - 4 views

    • Blair Peterson
       
      I'd like to see how this plays out. The logistics sound complicated. Ange, thanks for sharing.
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    An ex-colleague of mine. I'm looking forward to hearing about how this goes....
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    It seems exciting-but I'm not sure I could manage it with my groups. Keeping track of 53 different projects would be difficult. I feel the content expectations for the IB course also limit me. Maybe she will show me a way.
Blair Peterson

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

  • 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
       
      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.
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    Just wanted to add this one to the cheating articles.
Blair Peterson

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

  • 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.
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    "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

  • 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

Final Exams…a Tradition Worth Exploring | Connected Principals - 3 views

    • Blair Peterson
       
      I'm not necessarily anti-exam but I'm not sure that they are an accurate representation of what the students know and are able to do. I do think that the IB exams after 2 years of study are a good representation of what a student knows. This is a major component of their IB grade. When we think of most recent, most consistent and most significant I think that exams can play a role in informing the teacher on a final grade. This is one piece of the student's full body of work.
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    HT @MeghanCureton
Blair Peterson

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

  • 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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