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2 Design assessmentscc licensed ( BY ND ) ﬂickr photo by Hamad AL-Mohannna:http://ﬂickr.com/photos/al-mohanna/5436096181/
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grading = reducing learning to a symbol Joe Bower
[division name] Grades 9 to 12 Report Card [school name]Student: Date Issued: Provincial Student #: Academic Achievement of Provincial Expectations Percentage GradeThorough understanding and in-depth application of concepts and skills 80% to 100%Very good understanding and application of concepts and skills 70% to 79%Basic understanding and some application of concepts and skills 60% to 69%Limited understanding and minimal application of concepts and skills; see teacher comments 50% to 59%Does not yet demonstrate the required understanding and application of concepts and skills; Less than 50%students with a final grade of less than 50% are not granted course credit; see teacher comments Additional CodesCourse Complete: Final grade showing sufficient evidence of learning for Grades 11 and 12 COPhysical Education/Health Education, onlyCourse Incomplete: Final grade showing insufficient evidence of learning for Grades 11 and 12 INPhysical Education/Health Education. May also be used in other courses but not as a final grade.No exam applies NENo mark for the school-based final exam or provincial test, where applicable NM
Grades cause an emotional reaction – either positive or negative. Feedback causes you to think andengage, which is reﬂective learning Dylan Wiliam
Never grade students while they are still learning something and, evenmore important, do not reward them for their performance at that point. Alﬁe Kohn
A mark or grade is an inadequatereport of an inaccurate judgement bya biased and variable judge of theextent to which a student has attainedan indeﬁnite amount of material. Paul L. Dressel
Students should experience theirsuccesses and failures not as rewardand punishment but as information. Jerome Bruner
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1 Students go over a recent test in small groups. This gives them a chance to remedy some gaps in understanding before asking the teacher for help. This saves teacher timeand improves the understanding of the student who is doingthe explaining. Also students tend to understand somethingbetter when a peer explains it to them in ‘student language’.
2 Students trained to prepare for tests by generating then answering their own questions outperformcomparable groups who prepare in conventional ways.
3Use the ‘ﬁnd it and ﬁx it’ technique (eg youhave three answers correct out of ﬁve, ﬁnd the wrong answers and correct them).