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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
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  • 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

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.
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  • 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

Assessment of Student Learning - 0 views

citl.indiana.edu/...assessStudentLearning.php

assessment grading learning formative summative

shared by Blair Peterson on 08 Dec 12 - No Cached
  • Blair Peterson on 08 Dec 12
     
    Ideas from Indiana University's Center for Innovative Teaching and Learning. 
Blair Peterson

Sample Report Cards - 0 views

www.education.vic.gov.au/...reportcards.aspx

assessment grading grades standards based standards-based grading summative

shared by Blair Peterson on 30 May 13 - No Cached
  • Blair Peterson on 30 May 13
     
    Report cards from Victoria public schools. 
Blair Peterson

SCSD: Instruction: Standards-Based Grading - 1 views

www.solon.k12.ia.us/...sbg

standards-based grading standards based SBG grading assessment homework summative formative

shared by Blair Peterson on 30 May 13 - No Cached
  • Blair Peterson on 30 May 13
     
    Documentation from Solon Community School District's policies and resources on Standards-based grading.
Blair Peterson

Real teaching means real learning: How I abolished grading. - 1 views

realteachingmeansreallearning.blogspot.ca/...how-i-abolished-grading.html

assessment grading homework formative summative math Calculus

shared by Blair Peterson on 30 May 13 - No Cached
  • One day I realized that I wasn't weeding out the weak mathematicians, but instead weeding out the weak test writers.
  • Before you continue, I want to remind you that this does not mean I have not assessed, but not one student in my Calculus classes has received a grade at this point.  (Other than the report card mark which I must give).
  • First, I went through my outcomes, given to me by the government, and identified what the "Rocks" are.  These rocks are the outcomes which I expect the students to master above all other outcomes. 
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  • Next, these outcomes were rewritten in student friendly language and then provided to the students on the first day of class.
  • here were no "trick questions", just simple questions that would assess "Can the child demonstrate this outcome, on their own, as a basic level of understanding?"
  • I would write comments only on them, and either a "Outcome demonstrated" or "Need to learn" for each outcome assessed (Not on the overall assessment). 
  • ext, if the child received a "Need to learn" he/she must do the following: 1) Demonstrate the understanding of the questions given at a later date.  This usually occurs after a lunch session, a quick conversation, or multiple conversations with the child. 2) A conversation explaining how he/she made the mistake earlier and how their understanding has changed now 3) Write another assessment on the outcomes.
  • After 5-7 outcomes have been taught, then each child is assigned an open ended project. 
  • I simply take the number of outcomes and projects completed (at the end of the course) and divide by the total number of outcomes and projects.  This is not the best strategy, but it seems to work for me at this moment.  I do weigh projects twice as much. (I have 20 outcomes, and 5 projects, so the total is (20+5x2=30)
Blair Peterson

Edunators - Helping Teachers Overcome Obstacles and Focus on Learning - Audit Your Grad... - 0 views

www.edunators.com/...audit-your-gradebook

assessment grading grades homework summative formative

shared by Blair Peterson on 16 Apr 13 - No Cached
  • f it doesn’t reflect actual content knowledge, it doesn’t go in the gradebook. Period.
  • If you as a classroom teacher are going to become focused on learning, an Edunator if you will, then you can’t be left guessing as to whether or not your students learned material. You’re going to need evidence of student learning.
Blair Peterson

Standards-Based Grading: A Video Series "Explainer" | Iowa TransformEd - 1 views

iowatransformed.com/...ading-a-video-series-explainer

assessment homework SBG standards based learning summative grades grading standards

shared by Blair Peterson on 03 May 13 - No Cached
  • Blair Peterson on 03 May 13
     
    Series of videos on standards-based learning from a principal in Iowa. Really good stuff.
Blair Peterson

Our Competency-Based System Has Changed the Face of IEP Meetings | Connected Principals - 0 views

connectedprincipals.com/...7207

assessment IEPs learning

shared by Blair Peterson on 04 Feb 13 - No Cached
  • The focus of Carter’s meeting and many other students like him are a result of a fundamental redesign that the school underwent over these last three years when it adopted a competency-based grading and reporting system
  • Today, each teacher assesses students on a set of course-based and school-wide competencies using a common set of grading guidelines that promote the use of formative and summative assessments, the use of reassessments, and the understanding that students cannot opt to “take a zero” for choosing not to complete an assignment. At Sanborn Regional High School, progress toward meeting these competencies and course grades are all reported on competency-based report cards and transcripts. All of these new philosophies have helped to change IEP meetings like the one I attended for Carter.
  • Our grading philosophy stipulates a clear distinction between “academic grades” and “behavior grades.” In IEP meetings, this shift in philosophy has allowed our professionals to better address the most fundamental principles of school:  Identifying what we want kids to learn, how we will assess them on this learning, and what we will do when they didn’t learn or already know it
Blair Peterson

Open-Book, Closed-Book, or 'Cheat Sheet'? Researchers Test the Merits of Exam Types - T... - 1 views

chronicle.com/...136249

researchers assessment grading learning formative summative

shared by Blair Peterson on 13 Dec 12 - No Cached
  • Another finding weakened Mr. Phillips's argument for cheat-sheet exams. An independent scorer evaluated the students' cheat sheets for organization and richness of detail. Higher-scoring cheat sheets, it turned out, had a weak relationship to performance on the exam.
  • "I was more adamant that the cheat sheet would result in better retention over all, and that wasn't the case," he said. "I think I might use more of an open book."
  • But, again, the results yielded a surprise. Students thought they would study most for the closed-book exams, but that view was not reflected in reports of their actual habits. Students in the psychology class spent the most time studying for the cheat-sheet exam, or more than four hours. Open-book exams yielded slightly fewer hours of study, while closed-book exams resulted in the least amount of time studying, 3.32 hours.
Blair Peterson

The shocking truth about competency based education - The Edvocate - 0 views

www.theedadvocate.org/out-competency-based-education

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

shared by Blair Peterson on 28 Nov 16 - No Cached
  • “Three important developments stand to dramatically change the way we think about degree programs and pathways: The rapid adoption of competency-based education (CBE) programs, often using industry and employer authority for guiding the creation of the competencies and thus programs An eventual move to suborganizational accreditation, with Title IV funds available for credits, courses, and microcredentials offered by new providers in new delivery models, part of the accelerating trend toward “unbundling” higher education Increasing recognition that postsecondary education will no longer be contained to the existing and traditional degree levels but will instead be consumed at various levels of granularity—less than full degree programs and continuing throughout lives and careers”
Blair Peterson

Homework Debate Takes on Worldwide Proportion | Colorado Academy - 0 views

www.coloradoacademy.org/...news-detail

homework assessment grading learning formative summative Grades

shared by Blair Peterson on 25 Nov 16 - No Cached
  • The general consensus I have heard indicates that more than two hours total a night leads to diminishing returns.
  • “homework is reinforcing the achievement gap between the rich and the poor,” indicating that homework effectiveness is linked to the disparity between those with access to quality education and those whose public school options are lacking;
  • This has led to quality conversations amongst administrators and faculty, and above all a more thoughtful and intentional approach to homework assignments is taking place. 
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  • When we have offered no homework weekends at CA, we have received positive commentary from students and families who talk about being able to re-connect with each other and have some down time in the midst of a busy academic program.
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.
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  • Academic Success Coach
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