Synthesis:
This chapter is about some of the questions that first time teachers might have about grading in the classroom. One of the main parts of this chapters talked about the concept of giving students 60's instead of giving them zeros. This is a topic that has sparked much debate in classroom as well as our class. It also seems somewhat contradictory because later in the book it says we shouldn't fudge grades. This is the same concept of giving a student a C+ instead of a B-.
Reflections:
This is a subject that has cause much debate and near violence in our classroom. All of the class has mixed feelings on this topic, I am usually open to new ideas, but this topic didn't make much sense to me at first. On one hand I agree with helping students out so they don't fall too far behind, but on the other I've never really agreed with giving someone something they didn't earn. This is a subject that each of us will have to decide for themselves. If it is considered practice I will probably go along with it. But I probably wouldn't do it on my own.
Thursday, April 5, 2007
Wednesday, April 4, 2007
Chapter 12
Synthesis:
We've decided that using a large grading scale can be a very bad thing because it allows teachers to fudge the numbers and add in a little extra things to make the grades say what they want them to. With a lower grading scale it's also more difficult to defend one's grading style because there is so little room for error. That's why rubrics are good because the grading scale is small and the rubric is right there for anyone to look at. This chapter is also about not using a minus sign after grades because it makes students feel like they are a "C loser" if they get a C-. This Chapter also talks about relating the material. You can't tell a kid in 8Th grade that he needs to get good grades to go to college because 9 times out of 10 they don't care about college yet.
Reflections:
We agree with making material more real to students. but this book seems somewhat contradictory in the idea that it tells us to use small grading scales so we don't fudge numbers yet a few pages later it says give students a D+ instead of an C- because it makes them feel better about them selves. WHAT DO YOU CALL THAT? Well on a place I like to call earth we call that fudging numbers to change the outcome. Not to mention not all students would rather see a D+ instead of a C-. If I were to get a C- I would say well at least I didn't get a D. As soon as you tell a student "Johnny you earned enough points for an A- on your paper but I'm going to give you a B+ so you don't feel like an A loser" that kid's head is going to explode because the human mind can only handle so much ridiculousness.
We've decided that using a large grading scale can be a very bad thing because it allows teachers to fudge the numbers and add in a little extra things to make the grades say what they want them to. With a lower grading scale it's also more difficult to defend one's grading style because there is so little room for error. That's why rubrics are good because the grading scale is small and the rubric is right there for anyone to look at. This chapter is also about not using a minus sign after grades because it makes students feel like they are a "C loser" if they get a C-. This Chapter also talks about relating the material. You can't tell a kid in 8Th grade that he needs to get good grades to go to college because 9 times out of 10 they don't care about college yet.
Reflections:
We agree with making material more real to students. but this book seems somewhat contradictory in the idea that it tells us to use small grading scales so we don't fudge numbers yet a few pages later it says give students a D+ instead of an C- because it makes them feel better about them selves. WHAT DO YOU CALL THAT? Well on a place I like to call earth we call that fudging numbers to change the outcome. Not to mention not all students would rather see a D+ instead of a C-. If I were to get a C- I would say well at least I didn't get a D. As soon as you tell a student "Johnny you earned enough points for an A- on your paper but I'm going to give you a B+ so you don't feel like an A loser" that kid's head is going to explode because the human mind can only handle so much ridiculousness.
Chapter 12
Synthesis:
We've decided that using a large grading scale can be a very bad thing because it allows teachers to fudge the numbers and add in a little extra things to make the grades say what they want them to. With a lower grading scale it's also more difficult to defend one's grading style because there is so little room for error. That's why rubrics are good because the grading scale is small and the rubric is right there for anyone to look at. This chapter is also about not using a minus sign after grades because it makes students feel like they are a "C loser" if they get a C-. This Chapter also talks about relating the material. You can't tell a kid in 8Th grade that he needs to get good grades to go to college because 9 times out of 10 they don't care about college yet.
Reflections:
We agree with making material more real to students. but this book seems somewhat contradictory in the idea that it tells us to use small grading scales so we don't fudge numbers yet a few pages later it says give students a D+ instead of an C- because it makes them feel better about them selves. WHAT DO YOU CALL THAT? Well on a place I like to call earth we call that fudging numbers to change the outcome. Not to mention not all students would rather see a D+ instead of a C-. If I were to get a C- I would say well at least I didn't get a D. As soon as you tell a student "Johnny you earned enough points for an A- on your paper but I'm going to give you a B+ so you don't feel like an A loser" that kid's head is going to explode because the human mind can only handle so much ridiculousness.
We've decided that using a large grading scale can be a very bad thing because it allows teachers to fudge the numbers and add in a little extra things to make the grades say what they want them to. With a lower grading scale it's also more difficult to defend one's grading style because there is so little room for error. That's why rubrics are good because the grading scale is small and the rubric is right there for anyone to look at. This chapter is also about not using a minus sign after grades because it makes students feel like they are a "C loser" if they get a C-. This Chapter also talks about relating the material. You can't tell a kid in 8Th grade that he needs to get good grades to go to college because 9 times out of 10 they don't care about college yet.
Reflections:
We agree with making material more real to students. but this book seems somewhat contradictory in the idea that it tells us to use small grading scales so we don't fudge numbers yet a few pages later it says give students a D+ instead of an C- because it makes them feel better about them selves. WHAT DO YOU CALL THAT? Well on a place I like to call earth we call that fudging numbers to change the outcome. Not to mention not all students would rather see a D+ instead of a C-. If I were to get a C- I would say well at least I didn't get a D. As soon as you tell a student "Johnny you earned enough points for an A- on your paper but I'm going to give you a B+ so you don't feel like an A loser" that kid's head is going to explode because the human mind can only handle so much ridiculousness.
Tuesday, April 3, 2007
Chapter 13
Abstract
This chapter was about the importance of using the differentiated approach to grading. This requires using a differentiated grade book as well. The book suggested using formative and cumulative grading scales and only formally recording the summative grade on the report card. The chapter was filled with grading tips such as color-code assignments, use topic-based grade books, and group assignments based on complexity and weight. The chapter stressed the point that the importance doesn't lie in what the student did to learn it's in the learning itself. In the end, the knowledge the student comes away with is more important then the procedure the used to get there.
Personal Reflection
We felt this chapter was useful and not as frustrating as some of the previous ones. This chapter provided solutions and didn't just bring up problems. It didn't have fairy-tale sort of answers and it felt practical to us. We liked the idea of differentiating between the summative and the formative assignments in the grade book. We also liked the idea that students needed to get from point A to point B to obtain knowledge, but what happened in between those points to aid in the final learning of information wasn't as important. We found the debate between using the mean, median, and average a little confusing. We weren't sure if the recalculations would result in more confusion and less accuracy, or not. In the end, we felt that this chapter was useful and that grading, for us, feels like it will be a trial-and-error process for us to find what works for us and our students.
This chapter was about the importance of using the differentiated approach to grading. This requires using a differentiated grade book as well. The book suggested using formative and cumulative grading scales and only formally recording the summative grade on the report card. The chapter was filled with grading tips such as color-code assignments, use topic-based grade books, and group assignments based on complexity and weight. The chapter stressed the point that the importance doesn't lie in what the student did to learn it's in the learning itself. In the end, the knowledge the student comes away with is more important then the procedure the used to get there.
Personal Reflection
We felt this chapter was useful and not as frustrating as some of the previous ones. This chapter provided solutions and didn't just bring up problems. It didn't have fairy-tale sort of answers and it felt practical to us. We liked the idea of differentiating between the summative and the formative assignments in the grade book. We also liked the idea that students needed to get from point A to point B to obtain knowledge, but what happened in between those points to aid in the final learning of information wasn't as important. We found the debate between using the mean, median, and average a little confusing. We weren't sure if the recalculations would result in more confusion and less accuracy, or not. In the end, we felt that this chapter was useful and that grading, for us, feels like it will be a trial-and-error process for us to find what works for us and our students.
Monday, April 2, 2007
Chapter 10
Abstract: This chapter is about allowing redos in the classroom. If a student needs more time to get something done, let them get it done. We're not testing how quickly they can do it, but that they master it and really learn the material. But at the same time there nees to be some guidelines, otherwise a teacher will geta ton of work on the last day of the grading period and it will be awful. Work with the students and really find a system that works for them when it coems to getting work done. Don't let them abuse the redo system, make sure students aren't taking advantage of yu as a teacher. Go over the guidelines, make sure students know exactly what is expected of them.
Reflections:
It's nice that for once we see somethign for the teacher. Putting the teacher in the best interests, you don't hear that very often, it's refreshing. I really do like the idea of allowing for redos, and it makes total sense to put somewhat of a time limit for the sanity of the teacher. The chapter was realistic and made sense. We also liked the idea of choosing if students can redo tests. If students don't study because they know they get to retake the test after seieng the questions...... no fair for the teacher.
Reflections:
It's nice that for once we see somethign for the teacher. Putting the teacher in the best interests, you don't hear that very often, it's refreshing. I really do like the idea of allowing for redos, and it makes total sense to put somewhat of a time limit for the sanity of the teacher. The chapter was realistic and made sense. We also liked the idea of choosing if students can redo tests. If students don't study because they know they get to retake the test after seieng the questions...... no fair for the teacher.
Wednesday, March 28, 2007
Assessing Chapter 14
Abstract:
This chapter discussed different report card formats. Report cards must be responsive to student’s experiences, and they must reflect differentiated practices. The objective of reporting is an accurate and developmentally appropriate rendering of mastery that is clearly communicated to students, their parents, and other educators. Report cards provide insightful knowledge of student’s growth and accomplishments. Reporting symbols provide feedback, document progress, and inform instructional decisions.
In order to prevent any misreading of a report card yet also be accurate and helpful to students, families, and educators, many school districts allow teachers to place an asterisk next to the grade indicating that the viewer of the report card should access a narrative comment. Record the higher grade. It more accurately reflects the student’s accomplishments and learning. It is therefore more useful to everyone involved. One way to create multiple categories is to identify our essential and enduring standards, objectives, or benchmarks for grading, and then provide a grade for each one. Educators should keep their report cards emphasis on the standards and personal achievement but, when doing so, communicate their rationale for such a focus to parents, and also place a comment on the report card that indicates whether the student is developing the way he or she should be.
Reflection:
This chapter discusses the format of the report card, and proper practices. I personally hated report card time because I always had horrible grades. I did not like the fact that I could get a bad grade, get punished, and continue failing. I never understood why an action plan was not created for students who had potential to fail. I know as a parent that I would be very concerned if my child came home with a failing grade. Unfortunately, a lot of students do not have proactive parents, and I did not have proactive parents. I think this is where the disconnect takes place. The teacher assumes that the parents will step up and take control of the failing grade. This does not happen and the student continues to fall between the cracks. Teachers need action plans to put in place for failing students, not comments. Comments will do nothing, they will go unnoticed. I hate to put more responsibility on the education profession; however I feel this would be an avenue to explore.
This chapter discussed different report card formats. Report cards must be responsive to student’s experiences, and they must reflect differentiated practices. The objective of reporting is an accurate and developmentally appropriate rendering of mastery that is clearly communicated to students, their parents, and other educators. Report cards provide insightful knowledge of student’s growth and accomplishments. Reporting symbols provide feedback, document progress, and inform instructional decisions.
In order to prevent any misreading of a report card yet also be accurate and helpful to students, families, and educators, many school districts allow teachers to place an asterisk next to the grade indicating that the viewer of the report card should access a narrative comment. Record the higher grade. It more accurately reflects the student’s accomplishments and learning. It is therefore more useful to everyone involved. One way to create multiple categories is to identify our essential and enduring standards, objectives, or benchmarks for grading, and then provide a grade for each one. Educators should keep their report cards emphasis on the standards and personal achievement but, when doing so, communicate their rationale for such a focus to parents, and also place a comment on the report card that indicates whether the student is developing the way he or she should be.
Reflection:
This chapter discusses the format of the report card, and proper practices. I personally hated report card time because I always had horrible grades. I did not like the fact that I could get a bad grade, get punished, and continue failing. I never understood why an action plan was not created for students who had potential to fail. I know as a parent that I would be very concerned if my child came home with a failing grade. Unfortunately, a lot of students do not have proactive parents, and I did not have proactive parents. I think this is where the disconnect takes place. The teacher assumes that the parents will step up and take control of the failing grade. This does not happen and the student continues to fall between the cracks. Teachers need action plans to put in place for failing students, not comments. Comments will do nothing, they will go unnoticed. I hate to put more responsibility on the education profession; however I feel this would be an avenue to explore.
Monday, March 26, 2007
Assessing Chapter 9
Abstract:
Teachers must do everything they can to make sure the grades depict the level of mastery attained by the student. The following is a list of the top ten practices to avoid when differentiating instruction and assessment:
1. Avoid incorporating nonacademic factors, such as behaviors, attendance, and effort, into the final grade. Do not grade on superficial matters.
2. Avoid penalizing students' multiple attempts at master. Teachers must understand that all students learn differently and at their own pace. It's important that students know that their efforts count. Let students know they can improve their status by redoing and rethinking assessments.
3. Avoid grading practice (homework). Homework is used as a practice tool, not for assessment. Announce all quizzes. Homework is unfair to impoverished students seeing they do not have the resources or tools to accurately complete the work.
4. Avoid withholding assistance with the learning when it's needed. If students need special assistance in order to be successful, provide the assitance so they can get to the same point as the other students.
5. Avoid assessing students in ways that do not accurately indicate their mastery. Projects that are used for final declarations of mastery should only be used with students who have developed the specific skills; otherwise, students who lack those skills will receive inaccurate grades.
6. Avoid allowing extra credit and bonus points. If the student falters in the demonstration of mastery with regular test items, but overcomes thos scoring losses with points from a bonus section, we have to reconsider whether the new, bonus-inflated grade really represents what the student knows and is able to do.
7. Avoid group grades. It is unfair to give the entire group of students the same grade based on one group member's performance or on the whole group's performance on a task.
8. Avoid grading on a curve. Grading on a curve is extremely distorting as a reference of mastery.
9. Avoid recording zeros for work not done. Zeros skew the grade to a point where its accuracy is distorted. Teachers using the 100-point scale who do not replace a zero with a fifty, or sixty influence all grades earned producing inaccurate grades.
10. Avoid using norm-referenced terms to describe criterion-referenced attributes. Avoid comparing students grades to one another.
Reflection:
This list offers many practices that do not work well in the classroom. It basically revolves around discussions we had while observing in schools. Most of these practices were witnessed. I am not sure that teachers are aware of the problems they cause themselves.
I honestly like number 9 because giving a zero really does distort the grade. I believe that students should have a chance to get a grade, even if it's low. Brian felt that number 9 was wrong. He feels that the zero should be counted. He believes that the student that they need to make-up work next time, and isn't fair to everyone else who had to do it.
Overall the list is insightful and really makes you think and reflect on what to do and not do in the classroom, fair or unfair.
Teachers must do everything they can to make sure the grades depict the level of mastery attained by the student. The following is a list of the top ten practices to avoid when differentiating instruction and assessment:
1. Avoid incorporating nonacademic factors, such as behaviors, attendance, and effort, into the final grade. Do not grade on superficial matters.
2. Avoid penalizing students' multiple attempts at master. Teachers must understand that all students learn differently and at their own pace. It's important that students know that their efforts count. Let students know they can improve their status by redoing and rethinking assessments.
3. Avoid grading practice (homework). Homework is used as a practice tool, not for assessment. Announce all quizzes. Homework is unfair to impoverished students seeing they do not have the resources or tools to accurately complete the work.
4. Avoid withholding assistance with the learning when it's needed. If students need special assistance in order to be successful, provide the assitance so they can get to the same point as the other students.
5. Avoid assessing students in ways that do not accurately indicate their mastery. Projects that are used for final declarations of mastery should only be used with students who have developed the specific skills; otherwise, students who lack those skills will receive inaccurate grades.
6. Avoid allowing extra credit and bonus points. If the student falters in the demonstration of mastery with regular test items, but overcomes thos scoring losses with points from a bonus section, we have to reconsider whether the new, bonus-inflated grade really represents what the student knows and is able to do.
7. Avoid group grades. It is unfair to give the entire group of students the same grade based on one group member's performance or on the whole group's performance on a task.
8. Avoid grading on a curve. Grading on a curve is extremely distorting as a reference of mastery.
9. Avoid recording zeros for work not done. Zeros skew the grade to a point where its accuracy is distorted. Teachers using the 100-point scale who do not replace a zero with a fifty, or sixty influence all grades earned producing inaccurate grades.
10. Avoid using norm-referenced terms to describe criterion-referenced attributes. Avoid comparing students grades to one another.
Reflection:
This list offers many practices that do not work well in the classroom. It basically revolves around discussions we had while observing in schools. Most of these practices were witnessed. I am not sure that teachers are aware of the problems they cause themselves.
I honestly like number 9 because giving a zero really does distort the grade. I believe that students should have a chance to get a grade, even if it's low. Brian felt that number 9 was wrong. He feels that the zero should be counted. He believes that the student that they need to make-up work next time, and isn't fair to everyone else who had to do it.
Overall the list is insightful and really makes you think and reflect on what to do and not do in the classroom, fair or unfair.
Assessing Chapter 8
Abstract:
As teachers, we need to document, provide feedback, and guide our decisions on a regular basis in order for students to achieve in the classroom. This chapter talks about grades and their effect on students. Low grades have a negative impact on students and will drive them further away from mastery or willing to learn. When we give a "D" we aren't lighting a fire under a student, instead we are taking away motivation and pushing them further away from the curriculum. In the end it takes more work to bring them back.
This chapter also discusses adding attendance and participation to the grade. Encourage students to get involved because that would be a much easier way to get a grade. It also points out that making it too easy can also have a negative impact. Work that is done at the "D" level should receive a grade of "D", but we should be more lenient with time restraints. This is really the first chapter to say that we can't presume what's going on at home, "there is no such thing as lazy", but that's as far as it goes.
Reflection:
Our group agreed that it is a good idea to know what is going on at home in order to offer appropriate time restraints. It's good that this book realizes that students are human and have many issues in their lives.
Brian was adamant that taking grades away is not a good idea. He believes that students need to touch the fire, get burnt, and try again. Students need failure in order to succeed. We all agreed that giving points for participation is a good way to get all students involved in the curriculum.
As teachers, we need to document, provide feedback, and guide our decisions on a regular basis in order for students to achieve in the classroom. This chapter talks about grades and their effect on students. Low grades have a negative impact on students and will drive them further away from mastery or willing to learn. When we give a "D" we aren't lighting a fire under a student, instead we are taking away motivation and pushing them further away from the curriculum. In the end it takes more work to bring them back.
This chapter also discusses adding attendance and participation to the grade. Encourage students to get involved because that would be a much easier way to get a grade. It also points out that making it too easy can also have a negative impact. Work that is done at the "D" level should receive a grade of "D", but we should be more lenient with time restraints. This is really the first chapter to say that we can't presume what's going on at home, "there is no such thing as lazy", but that's as far as it goes.
Reflection:
Our group agreed that it is a good idea to know what is going on at home in order to offer appropriate time restraints. It's good that this book realizes that students are human and have many issues in their lives.
Brian was adamant that taking grades away is not a good idea. He believes that students need to touch the fire, get burnt, and try again. Students need failure in order to succeed. We all agreed that giving points for participation is a good way to get all students involved in the curriculum.
Tuesday, March 20, 2007
Assessing chapter 7
abstract:
Grading doesn't tell much about the level of mastery. Why do we grade when sometimes we can tell that a student actually knows the material better than their graded papers show forthem. Some people argue that the grades should be bent in order to compensate for things going on at home nd such. This however doesn't help out in student's showing masteryof a subject. A teacher should be willing to give a grade of an F. If a student does not have the material mastered and has not progressed then they should be givena grade of an F. Teachers shouldn't be cowards.
-Sometimes grade free is the way to be. If a classroom is grade free there is less pressure on the students.
-Grades are also confusing because different teachers have different standards. Some students don't know what is expected of them.
Reflections:
At first some of us agreed with this idea of thinking. Before we went into schools, which is when most of us read this chapter. However once all was said and done, after those three weeks, we realized this was a horrible idea. Students need grades and feedback in order to have an idea of where they are ina class. Grades help students learn to perfect their work and to do better.
Grades drive students to do better in classes, a sense of competition with their fellow students.
Grading doesn't tell much about the level of mastery. Why do we grade when sometimes we can tell that a student actually knows the material better than their graded papers show forthem. Some people argue that the grades should be bent in order to compensate for things going on at home nd such. This however doesn't help out in student's showing masteryof a subject. A teacher should be willing to give a grade of an F. If a student does not have the material mastered and has not progressed then they should be givena grade of an F. Teachers shouldn't be cowards.
-Sometimes grade free is the way to be. If a classroom is grade free there is less pressure on the students.
-Grades are also confusing because different teachers have different standards. Some students don't know what is expected of them.
Reflections:
At first some of us agreed with this idea of thinking. Before we went into schools, which is when most of us read this chapter. However once all was said and done, after those three weeks, we realized this was a horrible idea. Students need grades and feedback in order to have an idea of where they are ina class. Grades help students learn to perfect their work and to do better.
Grades drive students to do better in classes, a sense of competition with their fellow students.
Monday, February 12, 2007
Assessing Ch Six
Book Title: Fair Isn’t Always Equal Chapter #: Six
Abstract:
Traditional questions include matching, true/false, missing word, multiple choice, definition, essay, and short answer. Not-so-traditional questions include analogies, drawings, real-life applications, brainstorming. Constructed response questions make students apply knowledge where forced choice questions make student choose from answers, which does not prove understanding. When giving a True/False test be sure to write the T/F so students can circle. Otherwise the handwriting will be hard to decipher. It also helps if students use the double recording method. They fold the paper and record the answer twice. That way the teacher has a copy to correct and can go over the test, giving students immediate feedback. It is helpful to use patters and sequences when grading tests. The example was given: TFFTTFFFTT. The pattern should not be conspicuous.
It is helpful to put point values on tests; this way students know what information is truly important and can spend most of their time addressing higher point valued questions. Keep tests short. Try not to use timed tests because they cause anxiety and can have negative impacts. Include subtle errors in order to determine whether a student really grasps the content. Add fun to tests by making questions using students in class. Use puns and riddle; however do not stray from the substance of the test. Use straightforward questions. If you teach certain concepts a certain way, make sure to test the same exact way. Using new techniques on tests is unfair to students. Small tests should be given throughout the course vice one huge test at the end of the course. The more information there is on a test, the less reliable the grade becomes. Varying questions on tests will help with student’s different levels of knowledge; basically use the tiered method when testing. Be sure that complex questions are asked early in the test so that the student does not answer the hardest questions when they are tired. Feedback is important for students and it is also a motivational tool.
Reflection:
This chapter was very helpful in that writing tests has and is a foreign subject thus far. Our group agreed that we like the strategies given.
A short test that contains important information that offers student feedback to strengths and weakness will be very beneficial for the teacher and the student. The student can then be assessed as to where the student stands and where the lesson plan needs revisions. This chapter reiterates formative assessing which we all believed as crucial to the learning process.
The idea of adding fun into the tests was a fantastic idea; adding student’s names into tests. What a creative idea to get students excited about assessments.
Katie Rose was curious as to why there are bad teachers and bad tests when we know what things work in classrooms and what do not.
Abstract:
Traditional questions include matching, true/false, missing word, multiple choice, definition, essay, and short answer. Not-so-traditional questions include analogies, drawings, real-life applications, brainstorming. Constructed response questions make students apply knowledge where forced choice questions make student choose from answers, which does not prove understanding. When giving a True/False test be sure to write the T/F so students can circle. Otherwise the handwriting will be hard to decipher. It also helps if students use the double recording method. They fold the paper and record the answer twice. That way the teacher has a copy to correct and can go over the test, giving students immediate feedback. It is helpful to use patters and sequences when grading tests. The example was given: TFFTTFFFTT. The pattern should not be conspicuous.
It is helpful to put point values on tests; this way students know what information is truly important and can spend most of their time addressing higher point valued questions. Keep tests short. Try not to use timed tests because they cause anxiety and can have negative impacts. Include subtle errors in order to determine whether a student really grasps the content. Add fun to tests by making questions using students in class. Use puns and riddle; however do not stray from the substance of the test. Use straightforward questions. If you teach certain concepts a certain way, make sure to test the same exact way. Using new techniques on tests is unfair to students. Small tests should be given throughout the course vice one huge test at the end of the course. The more information there is on a test, the less reliable the grade becomes. Varying questions on tests will help with student’s different levels of knowledge; basically use the tiered method when testing. Be sure that complex questions are asked early in the test so that the student does not answer the hardest questions when they are tired. Feedback is important for students and it is also a motivational tool.
Reflection:
This chapter was very helpful in that writing tests has and is a foreign subject thus far. Our group agreed that we like the strategies given.
A short test that contains important information that offers student feedback to strengths and weakness will be very beneficial for the teacher and the student. The student can then be assessed as to where the student stands and where the lesson plan needs revisions. This chapter reiterates formative assessing which we all believed as crucial to the learning process.
The idea of adding fun into the tests was a fantastic idea; adding student’s names into tests. What a creative idea to get students excited about assessments.
Katie Rose was curious as to why there are bad teachers and bad tests when we know what things work in classrooms and what do not.
Sunday, February 11, 2007
Chapter 5
Abstract:
Tiering Assessments:
This chapter was mainly about assessments and how they should be created in order to accommodate all levels of learning in order for more students to succeed. This chapter mentioned Vygotsky's zone of proximal development and how it says that students can be pushed if they are nurtured and safe in their environment. It is up to teachers to provide this environment and help students succeed. This chapter is also about assessing and describing intelligences in students. One of the first things it says is there is no test to determine exactly what type of intelligence every student is. The chapter then goes on to explain different ways you can find out what type of intelligences your students are and what way it is best to go about teaching them. The chapter also provides a check list to figure out which intelligence the student is more prone to.
Thoughts:
Logically it makes sense that once you know what type of intelligence you are most prone to you should try to find out what the majority of your students are as well. Knowing your students is key to understanding them and if you don't understand how they learn best it is not as likely that you will reach them and they will not respect you as much. As teachers we need to try to be as multi-faceted as possible because the more uni-faceted we are the more students we will not be able to educate. This chapter has some great ideas but there is a lot of them, Ideally it should all be applied but its hard to do that without all the tools that would be necessary.
Tiering Assessments:
This chapter was mainly about assessments and how they should be created in order to accommodate all levels of learning in order for more students to succeed. This chapter mentioned Vygotsky's zone of proximal development and how it says that students can be pushed if they are nurtured and safe in their environment. It is up to teachers to provide this environment and help students succeed. This chapter is also about assessing and describing intelligences in students. One of the first things it says is there is no test to determine exactly what type of intelligence every student is. The chapter then goes on to explain different ways you can find out what type of intelligences your students are and what way it is best to go about teaching them. The chapter also provides a check list to figure out which intelligence the student is more prone to.
Thoughts:
Logically it makes sense that once you know what type of intelligence you are most prone to you should try to find out what the majority of your students are as well. Knowing your students is key to understanding them and if you don't understand how they learn best it is not as likely that you will reach them and they will not respect you as much. As teachers we need to try to be as multi-faceted as possible because the more uni-faceted we are the more students we will not be able to educate. This chapter has some great ideas but there is a lot of them, Ideally it should all be applied but its hard to do that without all the tools that would be necessary.
Wednesday, February 7, 2007
Chapter 4
Analysis
This chapter discussed three specific kinds of assessment:
Portfolios
Rubrics
Student Self-Assessment
Portfolios provide a “big picture” of the educational process, and help the teacher to judge the student’s mastery of a unit. They are an attractive, complete and orderly way to asses the student’s knowledge. Portfolios are also nice because they produce a product that students, teachers and parents can have to document a student’s progression.
Rubrics are really an essential part of many assessments. They give students clear guidelines, which are important and help them to meet expectations and goals. There are broad rubrics and specific, individualized rubrics. Each type of rubric has different criteria, but they still leave little room for error or confusion and this helps students and teachers.
Student self-assessment is very important for both teachers and students. The chapter provided many examples of self-assessment ideas. It also stressed the importance of allowing students to redo work so that they are truly learning the content and won’t be left behind. This way, students can be actively involved in their educational experience.
Reflection
We all agreed that we liked all three forms of assessment represented in this chapter. We thought that portfolios provided an excellent compilation of the students work and their level of mastery of the work. It also gives educators a chance to assess the student’s level of organization and can help them to develop academic skills beyond the usual spectrum they are used to.
We felt that rubrics are very important and after seeing Rubistar in class, we feel a bit more comfortable with them and can see the possibilities. Rubrics really focus on clarification and this makes it easier for students to succeed. It also helps teachers make grading decisions accurately and fairly.
Lastly, we felt that self-assessment is invaluable in the classroom. It goes without saying that this form of assessment really serves students and provides them with the tools they need to learn from and be proud of their educational endeavors.
This chapter discussed three specific kinds of assessment:
Portfolios
Rubrics
Student Self-Assessment
Portfolios provide a “big picture” of the educational process, and help the teacher to judge the student’s mastery of a unit. They are an attractive, complete and orderly way to asses the student’s knowledge. Portfolios are also nice because they produce a product that students, teachers and parents can have to document a student’s progression.
Rubrics are really an essential part of many assessments. They give students clear guidelines, which are important and help them to meet expectations and goals. There are broad rubrics and specific, individualized rubrics. Each type of rubric has different criteria, but they still leave little room for error or confusion and this helps students and teachers.
Student self-assessment is very important for both teachers and students. The chapter provided many examples of self-assessment ideas. It also stressed the importance of allowing students to redo work so that they are truly learning the content and won’t be left behind. This way, students can be actively involved in their educational experience.
Reflection
We all agreed that we liked all three forms of assessment represented in this chapter. We thought that portfolios provided an excellent compilation of the students work and their level of mastery of the work. It also gives educators a chance to assess the student’s level of organization and can help them to develop academic skills beyond the usual spectrum they are used to.
We felt that rubrics are very important and after seeing Rubistar in class, we feel a bit more comfortable with them and can see the possibilities. Rubrics really focus on clarification and this makes it easier for students to succeed. It also helps teachers make grading decisions accurately and fairly.
Lastly, we felt that self-assessment is invaluable in the classroom. It goes without saying that this form of assessment really serves students and provides them with the tools they need to learn from and be proud of their educational endeavors.
Assessing Ch 3
Abstract:
This chapter gave many strategies such as:
- Giving students an example of the completed project. This will provide students with a concrete guide to follow.
- Pre-assessment before lesson plan is constructed or give the end-of-unit test on the first class session. This will give students an idea of what knowledge they must gain.
It is crucial for a teacher to revisit the essential understanding for the duration of the course. It is important to keep records of what worked, what was adjusted, and what did not work. It is also important allow students to redo work. Make tests an opportunity for success. Remember that students are not yet adults and should not be held to adult standards. Don't give "fluff" to students, they will get bored and the teacher will lose credibility. Give substantial assignments that make sense being done.
Reflection:
The group agrees that it is a good idea to give little assessments throughout the course. This will give students an idea where they stand, give the teacher an idea where the student stands, and students will not stress over a large assessment at the end asking them to remember entire course content.
One member of the group feels as though students are being babied; as though teachers are spoiling them by too much differentiation.
This chapter makes a good point by saying that students are not on all the time. This basically means that sometimes students are ready for learning and sometimes not. Its important to teach very important content when they are on.
This chapter gave many strategies such as:
- Giving students an example of the completed project. This will provide students with a concrete guide to follow.
- Pre-assessment before lesson plan is constructed or give the end-of-unit test on the first class session. This will give students an idea of what knowledge they must gain.
It is crucial for a teacher to revisit the essential understanding for the duration of the course. It is important to keep records of what worked, what was adjusted, and what did not work. It is also important allow students to redo work. Make tests an opportunity for success. Remember that students are not yet adults and should not be held to adult standards. Don't give "fluff" to students, they will get bored and the teacher will lose credibility. Give substantial assignments that make sense being done.
Reflection:
The group agrees that it is a good idea to give little assessments throughout the course. This will give students an idea where they stand, give the teacher an idea where the student stands, and students will not stress over a large assessment at the end asking them to remember entire course content.
One member of the group feels as though students are being babied; as though teachers are spoiling them by too much differentiation.
This chapter makes a good point by saying that students are not on all the time. This basically means that sometimes students are ready for learning and sometimes not. Its important to teach very important content when they are on.
Monday, February 5, 2007
Chapter 1
Abstract:
This book starts out explaining that students are and will be different. It's a fact of life and in order to be an effective teacher, it's something that we're going to have to work with. We need to do something called "differentiated instrucion" where we teach students based on their learning needs instead of one set way of teaching. This isn't easy, it's responsive teaching, every year there is a new crop of students with new needs and new changes. We have to recognize that and work with it. This style of teaching used to be frowned upon, but now it is a powerful tool to many students who would be left behind without it. eaching is a profession where one size does not fit all. Students need differentiated teaching to progress. Student trust teachers who use this method because they feel like the teacher is reaching them on their own individual level and can work with them. It is important for a teacher to commit to a student's success and not to deny involvement if a student fails.
reflections:
Our group was able to connect to the part where it compared learning to the military. In school they teach everything to everyone, but in the military you get specialized training according to what you are good at. You get individual instruction and are able to have confidence in whatyou are learning because it just makes sense. The idea of setting students up for success appeals to us. Give them small duties and responsabilities until they can live up to bigger ones.
This book starts out explaining that students are and will be different. It's a fact of life and in order to be an effective teacher, it's something that we're going to have to work with. We need to do something called "differentiated instrucion" where we teach students based on their learning needs instead of one set way of teaching. This isn't easy, it's responsive teaching, every year there is a new crop of students with new needs and new changes. We have to recognize that and work with it. This style of teaching used to be frowned upon, but now it is a powerful tool to many students who would be left behind without it. eaching is a profession where one size does not fit all. Students need differentiated teaching to progress. Student trust teachers who use this method because they feel like the teacher is reaching them on their own individual level and can work with them. It is important for a teacher to commit to a student's success and not to deny involvement if a student fails.
reflections:
Our group was able to connect to the part where it compared learning to the military. In school they teach everything to everyone, but in the military you get specialized training according to what you are good at. You get individual instruction and are able to have confidence in whatyou are learning because it just makes sense. The idea of setting students up for success appeals to us. Give them small duties and responsabilities until they can live up to bigger ones.
Wednesday, January 31, 2007
Assessing Chapter Two
Abstract:
This chapter discussed mastery, what is considered evidence of mastery and deciphering what is important. It is wise to have one commonly accepted definition of mastery. Mastery can be easily manipulating. Memorization does not constitute mastery. When students can use six facets of understanding to demonstrate the knowledge of a subject, then it is easy to assume that true understanding and mastery has taken place. Using the six facets can be very useful when determining what to teach and how to teach students from multiple backgrounds.
There are two ways to track mastery: give multiple assignments in the content and track the progress of work over time. Objectives must be defined before an assessment can be produced or lessons constructed.
Teachers need to consistently consider new ways to teach and learn. Teachers who are open to new ideas and conversation will benefit. Some schools offer teaching guides (pacing guides) for their teachers; however those plans should be open to change.
Reflection:
Our team agreed that there was a link between this chapter and the DI/UbD book. It connects to the six facets of learning and how important they are to the aspect of teaching and learning. In the end of the chapter a reference was made that, as educators, we strive to do no harm and that we don’t want our lessons to be so called “shots in the dark”.
Mike mentioned the subject of grading and how it should be based on the student’s ability and the effort put forth. It has been mentioned that students are not graded on ability or effort and just because. This method of grading is inappropriate and does not seek the ultimate goal of mastery.
Students need to feel as though they are challenged and need to retain the knowledge presented to them. Mastery is the main objective in a classroom.
This chapter discussed mastery, what is considered evidence of mastery and deciphering what is important. It is wise to have one commonly accepted definition of mastery. Mastery can be easily manipulating. Memorization does not constitute mastery. When students can use six facets of understanding to demonstrate the knowledge of a subject, then it is easy to assume that true understanding and mastery has taken place. Using the six facets can be very useful when determining what to teach and how to teach students from multiple backgrounds.
There are two ways to track mastery: give multiple assignments in the content and track the progress of work over time. Objectives must be defined before an assessment can be produced or lessons constructed.
Teachers need to consistently consider new ways to teach and learn. Teachers who are open to new ideas and conversation will benefit. Some schools offer teaching guides (pacing guides) for their teachers; however those plans should be open to change.
Reflection:
Our team agreed that there was a link between this chapter and the DI/UbD book. It connects to the six facets of learning and how important they are to the aspect of teaching and learning. In the end of the chapter a reference was made that, as educators, we strive to do no harm and that we don’t want our lessons to be so called “shots in the dark”.
Mike mentioned the subject of grading and how it should be based on the student’s ability and the effort put forth. It has been mentioned that students are not graded on ability or effort and just because. This method of grading is inappropriate and does not seek the ultimate goal of mastery.
Students need to feel as though they are challenged and need to retain the knowledge presented to them. Mastery is the main objective in a classroom.
Tuesday, January 23, 2007
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