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The numbers game Steve Wheeler, Learning With Es, 2015/04/15 Icon The assignment of a numeric value to student work is a technology. It's actually a relatively recent technology. Why did we adopt it? Steve Wheeler asks the question and the closest he comes to an answer is in saying "marking of students' work is... about how their work measures up against standards." In the wider scheme of things, though, surprisingly few assessments are made this way. Consider the way you recognize a person in a crowd - do you rate each person ("she's 40% of my grandmother, he's 25% of my grandmother")? Of course not. Do you give numerical values to the correct way (and various incorrect ways) of going to the office in the morning? These alternative assessments are not about "how (to)... get them to understand what they need to do better next time." They speak to a different assessment technology, one not based on grades, but on recognition.

hundreds of improv games listed. no directions though

""Of course, it is a personal achievement to harvest any big-game animal with a bow and arrow," said Glen Hisey, the curator of the Pope and Young records programme. "It is a way of honouring that animal for all time." "