Grading for Learning
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Grading for Learning
What is the buzz about changing grading practices to those that have shown to support student learning? Here is my research into the subject.
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Solution Tree: Tim Brown and Grading Practices

Why does such an important issue seem to be pushed to the back burner in what schools talk about? Tim Brown challenges why something so powerful for our students is not central to our conversations.

 

Possible follow-up questions:

Why is grading such a hot topic? What service or disservice do we do students if a school allows individuals to set up their own criterion for grading?
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First semester with criterion-referenced grading, general recap ...

Here is a piece on one teachers "trial" of grading differently.


Via Ryan Ridout
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MeTA musings: Making Connections: Standards-Based Grading ...

This is a great piece to gather the essential differences between assignment(activity)-based grading and standards-based grading. It also references PLC work as well.

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Rick Wormeli: Redos, Retakes, and Do-Overs, Part One

Watch this and then watch. Part Two 

Question: How might his ideas fit into your classroom plan?

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Rick Wormeli: Redos, Retakes, and Do-Overs, Part Two

Part Two has practical tips for how to involve students in planning for additional opportunities.

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Solution Tree: Tom Guskey on Frequent Student Assessment

Guskey discusses the importance of regular assessment to improve teaching effectiveness. He shares how to use the journey of learning to improve the teaching as well as the learning through ongoing assessment

Possible follow-up questions:

How does the class have to be set up for students to benefit and participate in descriptive feedback? How do we balance the call for “judgment” with what we know really helps students to learn?
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Solution Tree: Ken O'Connor on Grading Effectively

Ken outlines his work and the research that speaks to four criteria for grades: that grades be consistent, accurate, meaningful and supportive of learning. He speaks of how grades need to thoughtfully considered for what they can represent and how they contribute to helping students learn.

 

Possible follow-up questions:

What steps could be taken to make certain grades are more consistent at least in the same course? What about the same department? What does it mean to have an “accurate” grade? What would a narrative for each grade look like? How might that help determine what should be included in a grade?

 

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Finishing My First Year of Standards-Based Grading « Physics ...

High school physics teacher and blogger, Scott from Philadelphia, reflects on his first year using standards-based grading with his students.

 

Here is the affect of shifting to a more student-involved climate.

 

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Accurate Grading with a Standards-Based Mindset (WEBINAR)

Accurate Grading with a Standards-Based Mindset (WEBINAR) | Grading for Learning | Scoop.it

Actual webinar link: http://www.brainshark.com/pearsonschool/vu?pi=zFtz1dEVMzE38yz0

On Monday, December 16, 2013 I conducted a webinar entitled Accurate Grading with a Standards-Based Mindset. The archived copy of the webinar can be viewed here. (It's just under 80 min, including ...
JoAnne Buiteweg's insight:

Tom Schimmer is focused on looking at our practices and holding them up to the light of how they build confidence in the learner. I am struck most by his way of framing the issue and getting us to really wonder why we have adopted the practices that seem so common today.

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Grading Scale's Impact on College Admissions

Watching this video - interesting that nowhere is there conversation about what the numbers represent - just that they look the same as everywhere else.

 

Discussion question:

- Was this really a change in what grades mean at this school?

- How does this contribute to the larger question - why do we grade the way we do?

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wormeli - YouTube

wormeli - YouTube | Grading for Learning | Scoop.it

Here are a series of short pieces found by searching You Tube for Wormeli related to standards-based course design with grading for learing embedded. He is an author but still practicing teacher.

 

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Rick Wormeli: On Late Work

The issue of how to address late work comes up frequently. Should we hold accountable those students who have not proven themselves proficient to the same standard as those who have already demonstrated mastery of material?

 

Follow-up questions:

How does rethinking late work change a culture?

Can we capture data and provide instruction for everything we expect of students?

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Grant Wiggins on Learning from Feedback

Wiggins discusses the need for feedback from the learners about what is happening in the classrooms. Videotaping himself he sees what was happening for the learner.

 

Possible follow-up questions:

What are ways in which we see in to our own teaching?

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Solution Tree: Assessment Keynote

Very short - What is formative feedback? Separating the “judgment” from the learning feedback – descriptive feedback. Rick is focused on involving the students and building the learner have a sense of academic control over learning.

 

Possible follow-up questions:

How does the class have to be set up for students to benefit and participate in descriptive feedback? How do we balance the call for “judgment” with what we know really helps students to learn?
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Toxic Grading Practices--Doug Reeves

Doug Reeves speaks to an audience...

and though you only see the speaker – missing the points on his powerpoint – he is still able to speak to building a school culture where engaging in the work of learning is the norm. What is assumed – is that the work the students are being asked to “get done” is of value and clearly aligned to learning targets. This focus in on a culture of “must do”.

 

Possible follow-up questions if shared with a group might include:

What are the challenges in insisting students do missing work? What might it mean a teacher decides about the value of particular assignments? How would this be of more value if a student were asked to do work to reach learning targets rather than complete a body of work?
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Educational Leadership:Effective Grading Practices

Educational Leadership:Effective Grading Practices | Grading for Learning | Scoop.it

The November 2011 issue (Volume 69, Number 3) focuses on grading practices and includes the following articles which are available in full-text on the 'Educational Leadership' website:

 

"What We Learn from Grades" - Marge Scherer

"Starting the Conversation About Grading" - Susan M. Brookhart

"Five Obstacles to Grading Reform" - Thomas R. Guskey

"Finding Your Grading Compass" - Carol Ann Tomlinson

 

The remaining articles are available through EBSCO Host.

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