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Ron King

Examples of Formative Assessment (West Virginia DOE) - 0 views

wvde.state.wv.us/...plesofFormativeAssessment.html

shared by Ron King on 13 Apr 13 - No Cached
  • Ron King on 13 Apr 13
     
    When incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning while they are still happening. The process serves as practice for the student and a check for understanding during the learning process. The formative assessment process guides teachers in making decisions about future instruction. Here are a few examples that may be used in the classroom during the formative assessment process to collect evidence of student learning.
Troy Patterson

How the Ballpoint Pen Changed Handwriting - The Atlantic - 1 views

www.theatlantic.com/...402205

handwriting msm310

shared by Troy Patterson on 31 Aug 15 - No Cached
  • I can’t recall the last time I saw students passing actual paper notes in class, but I clearly remember students checking their phones (recently and often).
  • Despite the proliferation of handwriting eulogies, it seems that no one is really arguing against the fact that everyone still writes—we just tend to use unjoined print rather than a fluid Palmerian style, and we use it less often.
  • My experience with fountain pens suggests a new answer. Perhaps it’s not digital technology that hindered my handwriting, but the technology that I was holding as I put pen to paper. Fountain pens want to connect letters. Ballpoint pens need to be convinced to write, need to be pushed into the paper rather than merely touch it.
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  • Sassoon’s analysis of how we’re taught to hold pens makes a much stronger case for the role of the ballpoint in the decline of cursive.
Troy Patterson

Trouble with Rubrics - 0 views

www.alfiekohn.org/...rubrics.htm

blog.me rubrics msm290 assessment education rubric

shared by Troy Patterson on 07 Dec 14 - Cached
  • She realized that her students, presumably grown accustomed to rubrics in other classrooms, now seemed “unable to function unless every required item is spelled out for them in a grid and assigned a point value.  Worse than that,” she added, “they do not have confidence in their thinking or writing skills and seem unwilling to really take risks.”[5]
  • This is the sort of outcome that may not be noticed by an assessment specialist who is essentially a technician, in search of practices that yield data in ever-greater quantities.
  • The fatal flaw in this logic is revealed by a line of research in educational psychology showing that students whose attention is relentlessly focused on how well they’re doing often become less engaged with what they're doing.
  • ...12 more annotations...
  • it’s shortsighted to assume that an assessment technique is valuable in direct proportion to how much information it provides.
  • Studies have shown that too much attention to the quality of one’s performance is associated with more superficial thinking, less interest in whatever one is doing, less perseverance in the face of failure, and a tendency to attribute the outcome to innate ability and other factors thought to be beyond one’s control.
  • As one sixth grader put it, “The whole time I’m writing, I’m not thinking about what I’m saying or how I’m saying it.  I’m worried about what grade the teacher will give me, even if she’s handed out a rubric.  I’m more focused on being correct than on being honest in my writing.”[8]
  • she argues, assessment is “stripped of the complexity that breathes life into good writing.”
  • High scores on a list of criteria for excellence in essay writing do not mean that the essay is any good because quality is more than the sum of its rubricized parts.
  • Wilson also makes the devastating observation that a relatively recent “shift in writing pedagogy has not translated into a shift in writing assessment.”
  • Teachers are given much more sophisticated and progressive guidance nowadays about how to teach writing but are still told to pigeonhole the results, to quantify what can’t really be quantified.
  • Consistent and uniform standards are admirable, and maybe even workable, when we’re talking about, say, the manufacture of DVD players.  The process of trying to gauge children’s understanding of ideas is a very different matter, however.
  • Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they’re doing is exact and objective. 
  • The appeal of rubrics is supposed to be their high interrater reliability, finally delivered to language arts.
  • Just as it’s possible to raise standardized test scores as long as you’re willing to gut the curriculum and turn the school into a test-preparation factory, so it’s possible to get a bunch of people to agree on what rating to give an assignment as long as they’re willing to accept and apply someone else’s narrow criteria for what merits that rating. 
  • Once we check our judgment at the door, we can all learn to give a 4 to exactly the same things.
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