Leadership, Innovation, and Creativity
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Leadership, Innovation, and Creativity
Complexity, chaos, and ambiguity are aspects of leadership and learning. Without those we cannot innovate and create.
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Teachers Going Gradeless – Arthur Chiaravalli – Medium

Teachers Going Gradeless – Arthur Chiaravalli – Medium | Leadership, Innovation, and Creativity | Scoop.it
I realized that my assessment practices were bogged down by an overemphasis on scores and my total domination of assessment and grading. This year, I changed my approach, using feedback and revisions only, without entering a letter grade until the end of each term. At that point, I allow students an opportunity to evaluate their overall performance using statements from my Descriptive Grading Criteria (adapted from Ken O’Connor’s 15 Fixes for Broken Grades). Upon completing this process, they sign up to conference with me personally, or complete a linked letter or video explaining the grade they believe they deserve.

Via Jim Lerman
Ivon Prefontaine, PhD's insight:
I did this a number of years ago and it works well. I used rubrics and went over them with students. It allowed students to focus on their progress and ask questions along the way. I also was able to go back to the rubric with each student. As well, editing the rubrics was essential. What did I learn?
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David W. Deeds's curator insight, April 12, 2017 9:06 PM

Would be nice! Thanks to Ivon Prefontaine. 

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for the love of learning: Assessment and measurement are not the same thing

for the love of learning: Assessment and measurement are not the same thing | Leadership, Innovation, and Creativity | Scoop.it
Ivon Prefontaine, PhD's insight:
This is a post from the late Joe Bower.
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Fair Grades, Dropping Grades, Grading Versus Knowledge via @coolcatteacher

Fair Grades, Dropping Grades, Grading Versus Knowledge via @coolcatteacher | Leadership, Innovation, and Creativity | Scoop.it
With almost 9,000 downloads and counting, this show is the most popular episode on Every Classroom Matters in 2016 so far. Dr. Thomas Guskey shares the current research on “fair” grading and what teachers should be doing instead. This show came from the “averaging grades” graphic (shown at the bottom) that he posted on Twitter […]

Via Tom D'Amico (@TDOttawa) , Mark E. Deschaine, PhD
Ivon Prefontaine, PhD's insight:
I attended several of Thomas Guskey's presentations when I still taught. He makes one think about how we understand learning, teaching, and grading. As well, I began to wonder about educational reform as a dead end. We want to transform (or in Dewey's language reconstruct) school. Conserve what is of value and replace what is not. It is both conservative and progressive, but we need to have a sense of what we value in our schools. Do we?
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Cindy Riley Klages's curator insight, March 27, 2016 8:20 PM
I attended several of Thomas Guskey's presentations when I still taught. He makes one think about how we understand learning, teaching, and grading. As well, I began to wonder about educational reform as a dead end. We want to transform (or in Dewey's language reconstruct) school. Conserve what is of value and replace what is not. It is both conservative and progressive, but we need to have a sense of what we value in our schools. Do we?
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Edutopia: A New Era for Student Assessment

Edutopia: A New Era for Student Assessment | Leadership, Innovation, and Creativity | Scoop.it
Standardized assessments, even when they include open-ended questions and are performance-based, only give us part of the picture of a student's readiness for college and career success.

Via Mika Auramo
Ivon Prefontaine, PhD's insight:

What if we did away with standardized testing?

 

@ivon_ehd1

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The Case Against Zeros - Brilliant or Insane - Assessment Practices

The Case Against Zeros - Brilliant or Insane - Assessment Practices | Leadership, Innovation, and Creativity | Scoop.it

Via Tom D'Amico (@TDOttawa)
Ivon Prefontaine, PhD's insight:

Inviting students into learning means they may not complete the work. A thoughtful teacher does not move on. They look for new ways of inviting students into learning.

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Arslan Chaudhary's curator insight, April 22, 2014 6:50 AM

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Student Motivation: It’s More Complicated Than We Think

Student Motivation: It’s More Complicated Than We Think | Leadership, Innovation, and Creativity | Scoop.it
Motivation—there are two kinds: intrinsic, which involves doing something because we want to do it, and extrinsic, which is doing something because we have to do it. A negative relationship exists between the two.

Via Sharrock
Ivon Prefontaine, PhD's insight:

Motivation is complex and very individual.

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Sharrock's curator insight, January 15, 2014 12:24 PM

excerpt: "In his research he identified 16 distinct universal reinforcements that he developed into an assessment tool called the Reiss Motivation Profile. “Everybody is motivated by the 16 universal reinforcements, but not in the same way. Individuals show reliable individual differences in how they prioritize these 16 reinforcements.” (pp. 154-155) These 16 reinforcements are listed in the article and they include the following motivations (among others): eating, the desire for food; curiosity, the desire for understanding; independence, the desire for self-reliance; social contact, the desire for peer companionship; and vengeance, the desire to confront those who offend."

- See more at: http://www.facultyfocus.com/articles/teaching-and-learning/student-motivation-its-more-complicated-than-we-think/#!

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A Visual Chart on Summative Vs Formative Assessment

A Visual Chart on Summative Vs Formative Assessment | Leadership, Innovation, and Creativity | Scoop.it
“Free resource of educational web tools, 21st century skills, tips and tutorials on how teachers and students integrate technology into education”
Via NextLearning, Mika Auramo, Suvi Salo
Ivon Prefontaine, PhD's insight:
This is helpful and should be in the hands of teachers.
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Educational Leadership:Looking at Student Work:The Secret of Effective Feedback - Dylan William

Educational Leadership:Looking at Student Work:The Secret of Effective Feedback - Dylan William | Leadership, Innovation, and Creativity | Scoop.it
Most of the time, however, the student work we're looking at is not important in and of itself, but rather for what it can tell us about students—what they can do now, what they might be able to do in the future, or what they need to do next. Looking at student work is essentially an assessment process. We give our students tasks, and from their responses we draw conclusions about the students and their learning needs.
When we realize that most of the time the focus of feedback should be on changing the student rather than changing the work, we can give much more purposeful feedback. If our feedback doesn't change the student in some way, it has probably been a waste of time.

Via Jim Lerman
Ivon Prefontaine, PhD's insight:
There is a bit of an over-simplified definition of feedback at times, as if it is always external. What if an objective is to help students and teachers (for that matter) to learn how to use internal feedback along with external feedback?
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Jim Lerman's curator insight, April 28, 2016 11:21 AM

Very thoughtful and instructive article, with numerous examples from a variety of disciplines. Well worth reading.

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Over-testing kids is not the answer: Here’s how we really spark creativity

Over-testing kids is not the answer: Here’s how we really spark creativity | Leadership, Innovation, and Creativity | Scoop.it
Too often we squelch curiosity in favor of tests, compliance and discipline. Education doesn't have to be that way

Via Creativity For Life, Luciana Viter
Ivon Prefontaine, PhD's insight:

According to Ken Robinson, from kindergarten on creativity declines. Children arrive in the world with natural curiosity and wonder. Teaching is about helping nurture the flame rather than extinguishing it.

 

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What is the point of assessment in higher education anyway?

What is the point of assessment in higher education anyway? | Leadership, Innovation, and Creativity | Scoop.it
The recent decision to ban multiple-choice questions at an Australian university has sparked debate about the purpose of assessment in higher education. While there are many problems with the ways in which…

Via Peter Mellow
Ivon Prefontaine, PhD's insight:

When we use the word becoming, is it just becoming a lawyer, doctor, teacher, etc? It is also about becoming a person and forming character. That is difficult to assess. This article raises some good questions and challenges traditional ways of thinking without simply discarding them en masse.

 

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More Progressive Ways to Measure Deeper Level of Learning

More Progressive Ways to Measure Deeper Level of Learning | Leadership, Innovation, and Creativity | Scoop.it

How do we measure learning beyond knowledge of content? Finding that winning combination of criteria can prove to be a complicated and sometimes difficult process.


Via Deborah Arnold, Sharrock
Ivon Prefontaine, PhD's insight:

Rubrics do become disguised as quantitative measures and outcome checklists. Used well, they can offer a qualitative approach to feedback and learning.

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5 Fundamental Assessment Resources From Learnist

5 Fundamental Assessment Resources From Learnist | Leadership, Innovation, and Creativity | Scoop.it

"Education is all about the numbers these days. My personal preference is just the opposite.

I have this fantasy where I toss grades in the garbage. In this dream, I let everyone redo things and have conferences to discuss improvement."


Via Beth Dichter, Dean J. Fusto
Ivon Prefontaine, PhD's insight:

"Education is all about the numbers these days. My personal preference is just the opposite." This is an interesting line. What makes it necessary to measure only with numbers?

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Beth Dichter's curator insight, October 18, 2013 10:50 PM

As teachers must is expected from us daily and more and more we are asked to do assessments. Many of us think of testing as soon as we hear assessment. This post discusses assessment stating "assessment isn’t always employed correctly. It sometimes gets over, under, or misused. Assessment should work seamlessly into the classroom routine. The traditional test can be intrusive and stressful. True assessment flows into the lessons and gives a constant pulse on student learning."

The author then provides links to five Learnist boards that focus on assessment, specifically:

* Simple Ways to Monitor Student Progress

* Assessment

* Exemplar Rubrics for Assessment

* Socrative Response Systems

* Metryx

The first three boards have seven to ten resources. The last two links are on a board that is called 21st Century Assessment - Digital Documentation and additional resources are also found here.