An interesting article that points out the "game" that grades have become in school and how a need for a more precise measurement tool is required for more effective teaching and learning.
The document discusses how grades are often overemphasized in education and can negatively impact students' self-worth and understanding of the purpose of education. While grades are important for admissions and scholarships, they do not define students or determine their success in professional careers. True education is about self-improvement, understanding the world, and finding one's place in it - not grades or future earnings. Skills like time management, relevant experience, and presentation abilities matter more than grades when entering the workforce.
The document summarizes a presentation about improving high school grading practices for the 21st century. It discusses moving away from traditional grading that focuses on tasks and quantity towards a system focused on learning outcomes and quality. Key points include using formative assessment to provide descriptive feedback, differentiating instruction, eliminating ineffective practices like no late penalties or zeros, and a case study of one school that saw failing grades drop after implementing new practices.
High School Grading for the 21st Centuryguest878956f0
This session will describe the process Princess Margaret Secondary School undertook in order to collectively move toward grading practices that are fair, reasonable, and look to build student confidence. Specifically, this session will detail: (1) Three of the most ineffective grading practices that distract high school teachers and distort student grades, and why they should be stopped immediately, (2) The staff development model that Princess Margaret used in order to develop staff fluency with the new practices being implemented and capacity to ensure effective implementation, and 3) Some of the roadblocks & challenges school's might face (and overcome) when they undertake a similar process. In addition, participants will be introduced to the background research used to support the introduction of these more effective grading practices. School- and classroom-based examples will also be provided.
CONFIDENTIALITY NOTICE
This e-mail contains confidential information intended only for the use of the name addressee. It may also be subject to professional privilege. If you are not the named recipient any disclosure, copying, forwarding or using any part of this e-mail or its attachments is prohibited. If you have received this e-mail in error, please notify us by telephone on 0387345200. MacKillop College does not warrant that this e-mail or any attachments are error or virus free and recommends that all attachments be checked for viruses and other defects. Similarly, MacKillop College does not warrant that this e-mail has been free of interception by a third party and may store the content sent to us, if we believe that we have a legal requirement to do so. Please don't print this e-mail unless you really need to.
This document provides guidance on developing a classroom management system without power struggles. It recommends dividing behaviors into 5 categories and teaching expectations. A mark system is suggested to track when students do not meet expectations. Rewards should be given weekly to those meeting expectations. Specific strategies are outlined for tardiness, not following directions, disrespect, bathroom breaks, homework, and materials. Consistency in enforcing the system is emphasized as key to its success.
This document discusses using questions to change thinking, actions, and results. It presents a system using skillful questioning that can fuel positive, solution-oriented approaches. The system involves being intentional about the questions asked and operating from a learner mindset. A learner mindset involves being responsive, flexible, questioning assumptions, and seeing possibilities as limitless, while a judger mindset is more reactive, rigid, and sees possibilities as limited. The document provides strategies for developing a learner approach including using a "choice map" to experiment with learner and judger paths, empowering an observer mindset, and questioning assumptions. It emphasizes that skillful questioning can help improve decision-making, problem solving, and results.
This document discusses the teacher's plan to implement intrinsic motivation in their grading system. It begins by discussing how extrinsic factors like grades often diminish students' intrinsic motivation to learn. The teacher then explains that they will base 40% of students' grades on reflections of their intrinsic motivations and goals. This includes creating personal goals and applying skills to improve relationships and the community. It is intended to give students more control and responsibility over their evaluation. The other 60% will come from demonstrations of academic skills. Potential issues are addressed, emphasizing trust in students and viewing it as a chance for growth, not criticism.
This document is a newsletter from the Academic Success Center at Wayne State University providing tips and resources for student success in the winter semester. It discusses reflecting on the fall semester, being honest about academic needs, and utilizing academic support resources early if struggling. An article provides information on getting off academic probation by meeting with an advisor and using tutoring and other support services. Another article discusses the benefits of internships for career development and networking. Additional articles provide tips for positive thinking and coping with stress.
The document discusses how grades are often overemphasized in education and can negatively impact students' self-worth and understanding of the purpose of education. While grades are important for admissions and scholarships, they do not define students or determine their success in professional careers. True education is about self-improvement, understanding the world, and finding one's place in it - not grades or future earnings. Skills like time management, relevant experience, and presentation abilities matter more than grades when entering the workforce.
The document summarizes a presentation about improving high school grading practices for the 21st century. It discusses moving away from traditional grading that focuses on tasks and quantity towards a system focused on learning outcomes and quality. Key points include using formative assessment to provide descriptive feedback, differentiating instruction, eliminating ineffective practices like no late penalties or zeros, and a case study of one school that saw failing grades drop after implementing new practices.
High School Grading for the 21st Centuryguest878956f0
This session will describe the process Princess Margaret Secondary School undertook in order to collectively move toward grading practices that are fair, reasonable, and look to build student confidence. Specifically, this session will detail: (1) Three of the most ineffective grading practices that distract high school teachers and distort student grades, and why they should be stopped immediately, (2) The staff development model that Princess Margaret used in order to develop staff fluency with the new practices being implemented and capacity to ensure effective implementation, and 3) Some of the roadblocks & challenges school's might face (and overcome) when they undertake a similar process. In addition, participants will be introduced to the background research used to support the introduction of these more effective grading practices. School- and classroom-based examples will also be provided.
CONFIDENTIALITY NOTICE
This e-mail contains confidential information intended only for the use of the name addressee. It may also be subject to professional privilege. If you are not the named recipient any disclosure, copying, forwarding or using any part of this e-mail or its attachments is prohibited. If you have received this e-mail in error, please notify us by telephone on 0387345200. MacKillop College does not warrant that this e-mail or any attachments are error or virus free and recommends that all attachments be checked for viruses and other defects. Similarly, MacKillop College does not warrant that this e-mail has been free of interception by a third party and may store the content sent to us, if we believe that we have a legal requirement to do so. Please don't print this e-mail unless you really need to.
This document provides guidance on developing a classroom management system without power struggles. It recommends dividing behaviors into 5 categories and teaching expectations. A mark system is suggested to track when students do not meet expectations. Rewards should be given weekly to those meeting expectations. Specific strategies are outlined for tardiness, not following directions, disrespect, bathroom breaks, homework, and materials. Consistency in enforcing the system is emphasized as key to its success.
This document discusses using questions to change thinking, actions, and results. It presents a system using skillful questioning that can fuel positive, solution-oriented approaches. The system involves being intentional about the questions asked and operating from a learner mindset. A learner mindset involves being responsive, flexible, questioning assumptions, and seeing possibilities as limitless, while a judger mindset is more reactive, rigid, and sees possibilities as limited. The document provides strategies for developing a learner approach including using a "choice map" to experiment with learner and judger paths, empowering an observer mindset, and questioning assumptions. It emphasizes that skillful questioning can help improve decision-making, problem solving, and results.
This document discusses the teacher's plan to implement intrinsic motivation in their grading system. It begins by discussing how extrinsic factors like grades often diminish students' intrinsic motivation to learn. The teacher then explains that they will base 40% of students' grades on reflections of their intrinsic motivations and goals. This includes creating personal goals and applying skills to improve relationships and the community. It is intended to give students more control and responsibility over their evaluation. The other 60% will come from demonstrations of academic skills. Potential issues are addressed, emphasizing trust in students and viewing it as a chance for growth, not criticism.
This document is a newsletter from the Academic Success Center at Wayne State University providing tips and resources for student success in the winter semester. It discusses reflecting on the fall semester, being honest about academic needs, and utilizing academic support resources early if struggling. An article provides information on getting off academic probation by meeting with an advisor and using tutoring and other support services. Another article discusses the benefits of internships for career development and networking. Additional articles provide tips for positive thinking and coping with stress.
Cmc assessment for classroom management - prefinalikram Ait dra
This document provides guidance on classroom assessment strategies, including:
1) The key differences between formative and summative assessment, with formative assessment aimed at improving student learning and summative assessing learning after instruction.
2) How formative assessment can be used to monitor student progress, provide feedback, and motivate students through techniques like positive feedback and setting homework routines.
3) Tips for working with individuals and small groups during assessment and using self-assessment and peer assessment.
Providing warmth and structure are important for learning. Warmth creates a safe environment where students feel respected and cared for, reducing stress and anxiety. Structure provides clear expectations and explanations that help students understand lessons, feel motivated, and develop self-regulation. Both warmth and structure work together to support learning and development. Teachers should treat students with empathy, set fair rules consistently, and address challenges with patience and respect.
This document provides information about effective and ineffective teaching practices. It identifies 13 warning signs of bad teaching, such as showing little subject knowledge, low expectations for students, and lack of communication with parents. It also discusses the four stages of teaching development and lists the top 3 traits of effective teachers as classroom management, lesson design for mastery, and positive student expectations. The document provides additional information on classroom procedures and routines, moral development theory, and strategies for establishing an effective discipline plan.
This document provides dos and don'ts for teaching online courses. In the don't section, it advises against waiting until the last minute to set up the course, underestimating preparation time, making incorrect or outdated content available, and assuming students are prepared for online learning. For dos, it suggests being prepared in advance, putting in maximum effort, establishing presence and feedback for students, keeping content engaging through multimedia, and clearly communicating expectations. The overall message is that online teaching requires thorough planning and active involvement to support students.
1) The author has always wanted to be a teacher since childhood, teaching her younger brother lessons from school using a mirror as a whiteboard.
2) As a future teacher, the author believes classrooms should be colorful and welcoming while also focusing decorations on subject matter. High school classrooms require different decorating than elementary schools.
3) When teaching, the author plans to explain steps as writing problems, check for understanding frequently, and use technology like videos when available to enhance lessons. Testing will balance challenge and curriculum standards based on student understanding.
This survey research assignment examines the feelings of first semester Seneca students during their studies. The author conducted a survey of 40 students using 10 closed-ended questions about their experiences participating in classes, interactions with professors, reactions to grades, and views on the grading system. The strengths of the questions are that they directly relate to typical aspects of students' school lives like grades. However, the questions could be improved by avoiding potential bias and more clearly connecting to principles of psychological research, such as using open-ended questions that allow for varied responses rather than predefined answers.
This document provides 5 techniques to help students pass the West African Senior School Certificate Examination (WASSCE). The techniques are: 1) work on your mindset and believe you can pass, 2) thoroughly review past exam questions, 3) create a structured study plan, 4) prioritize your own success over helping others, and 5) rely on yourself for preparation and don't depend on others on exam day. The document also provides background information on the WASSCE exam and grading system.
The document provides 13 tips for passing the Licensure Examination for Teachers (LET) in the Philippines. The tips include knowing your strong and weak subjects, understanding theories and concepts, improving analytical skills, reviewing all subject areas, preparing for the exam, getting enough sleep, avoiding erasures, skipping and returning to difficult questions, following instructions, using common sense, organizing math work, tracking skipped questions, and being careful of conditional words. The overall recommendations are to thoroughly prepare through review, practice analytical skills, and use effective test-taking strategies.
This document contains an interview with Rochelle Deter, the head of the mathematics department at University Preparatory School. In the interview, Ms. Deter describes her classroom set up, typical teaching day, teaching style, classroom management approach, views on understanding students, motivating students, technology policy, homework policy, advice for new teachers, and approach to meeting the needs of all students. She emphasizes understanding students, modeling expected behavior, allowing opportunities to succeed, and being willing to adapt lessons as needed.
This physics course syllabus outlines the grading procedures and expectations for the class. It states that keeping an organized notebook is essential for success in the course. Grades are determined based on bellringer activities, homework checks, quizzes, tests, participation, book checks, and notebook quizzes. The syllabus also provides information on making up missed work, classroom expectations, and teacher availability.
The document discusses effective teaching methods. It begins with an outline of topics covered, including brainstorming, types of teachers, and commandments for better teachers. It describes how teachers can inspire students or cause them to quit. Effective teachers motivate students, treat all equally, and continually learn to improve. They engage students actively and make learning enjoyable. The document provides tips for teachers, such as using props, encouraging questions, treating students with empathy, and believing in themselves. It emphasizes that the teacher's attitude is important and can create a positive learning environment.
Democratic Dialogue:Teachers\' Reflections on Learning Lead to New Practices ...Heather Duncan
The document summarizes the reflections of 6 rural educators participating in an online graduate course. Through journaling, the participants shared their experiences with frustration, vulnerability, and feeling out of their depth as online learners. They discussed how these experiences helped them gain empathy for their own students and reflect on their roles as educators. Key reflections included realizing the importance of taking risks, experiencing failure, and the power dynamics between teachers and students. The journaling process helped the participants find commonalities and enriched their learning experience.
When you have no interest in class material, it affects your behavior, grades, connection to others, and commitment. You will struggle in assignments, tests, and projects, leading to poor grades. It is a waste of time and money, and other students could use that seat. Classmates will not want to sit by or get help from someone who does not understand. You will have little commitment and may miss classes. Using phones in class can aggravate instructors. Students who are interested get better grades overall.
Avoiding Power Struggles And Setting LimitsBeth Martin
The document discusses strategies for avoiding power struggles with students and setting effective limits in the classroom. It identifies situations that could lead to power struggles and provides techniques for preventing and defusing confrontations. These include establishing clear rules and consequences, actively listening to students, and enforcing limits while preserving student dignity. The document also discusses common misconceptions around limit setting and offers a five-step approach for setting limits effectively. Sources for additional information on the topic are provided.
2016 Conference - Placing PE at the heart of your school's valuesYouth Sport Trust
This document discusses placing physical education (PE) at the heart of a school's values. It introduces the WULF PACK framework, which aims to define the purpose of PE for a school and align PE outcomes with student needs and school values. The framework includes a skills matrix that assesses students' confidence, resilience, responsibility and other attributes. Teachers are encouraged to use a "split-screen" approach where they consider both physical achievement and skill development. Implementing WULF PACK involves clear communication of PE's purpose and using the framework for lesson planning, delivery and assessment.
Make a good choice every create a good rapport with themmarygraceadame
This document discusses the importance of building rapport with students. It states that rapport gives teachers leverage, presence, and influence over students to change their behavior. Students will want to listen, learn, and behave better for teachers they have rapport with. The document advises that building rapport is easier than most teachers think, and does not require extra time or special skills - it just takes choosing to like students. It says teachers must consciously choose to see the best in students and like them, regardless of how they act, in order to build rapport. When teachers do this, students will start to like them back and behave differently in a positive way.
This chapter discusses setting high expectations for students and yourself. It emphasizes having unwavering belief in your own teaching abilities to create a self-fulfilling prophecy of student success. The chapter also stresses confronting the brutal facts of your current classroom reality through reflective practice and asking questions to improve teaching strategies.
Cengage Learning Webinar, Psychology, Teaching the Psychology of Adjustment a...Cengage Learning
The old adage "Try, try again" suggesting persistence leads to success turns out to be true, according to recent research. In this April 16, 2013 session discussed ideas that will help your students become better learners and more successful in endeavors beyond the classroom.
Cmc assessment for classroom management - prefinalasma1990
This document provides guidance on classroom assessment strategies, including:
1) The key differences between formative and summative assessment, with formative assessment aimed at improving student learning and summative assessing learning after instruction.
2) How formative assessment can be used to monitor student progress, provide feedback, and motivate students through techniques like positive feedback and setting homework routines.
3) Tips for working with individuals and small groups during assessment and using self-assessment and peer assessment.
This document provides guidance for handling challenging classroom situations that may arise. It suggests clearly outlining expectations and policies to prevent issues. When problems occur, the document recommends speaking privately with students, understanding multiple perspectives, documenting interactions, and maintaining a supportive approach while upholding standards. Deans or services can assist if issues persist after reasonable efforts to address them respectfully. The overall message is to fairly but gently manage behaviors to facilitate a positive learning environment.
The document summarizes a presentation about improving high school grading practices for the 21st century. It discusses moving away from traditional grading that focuses on tasks and quantity towards a system focused on learning outcomes and quality. Key points emphasized are using assessment for learning to provide descriptive feedback and differentiate instruction, and stopping practices like assigning zeros and penalizing late work that don't support learning. The presentation provides an example of one school that successfully implemented these improved grading practices.
Ken O'Connor is an educator who has advocated for assessment and grading practices that support student learning. Based on his research and advice, the document discusses five important ideas regarding grading: 1) relating grades to intended learning outcomes, 2) limiting grades to individual achievement, 3) assessing formative work but not including all scores in grades, 4) providing multiple assessment opportunities, and 5) involving students in the assessment process. The document provides examples and discussion of each idea.
Cmc assessment for classroom management - prefinalikram Ait dra
This document provides guidance on classroom assessment strategies, including:
1) The key differences between formative and summative assessment, with formative assessment aimed at improving student learning and summative assessing learning after instruction.
2) How formative assessment can be used to monitor student progress, provide feedback, and motivate students through techniques like positive feedback and setting homework routines.
3) Tips for working with individuals and small groups during assessment and using self-assessment and peer assessment.
Providing warmth and structure are important for learning. Warmth creates a safe environment where students feel respected and cared for, reducing stress and anxiety. Structure provides clear expectations and explanations that help students understand lessons, feel motivated, and develop self-regulation. Both warmth and structure work together to support learning and development. Teachers should treat students with empathy, set fair rules consistently, and address challenges with patience and respect.
This document provides information about effective and ineffective teaching practices. It identifies 13 warning signs of bad teaching, such as showing little subject knowledge, low expectations for students, and lack of communication with parents. It also discusses the four stages of teaching development and lists the top 3 traits of effective teachers as classroom management, lesson design for mastery, and positive student expectations. The document provides additional information on classroom procedures and routines, moral development theory, and strategies for establishing an effective discipline plan.
This document provides dos and don'ts for teaching online courses. In the don't section, it advises against waiting until the last minute to set up the course, underestimating preparation time, making incorrect or outdated content available, and assuming students are prepared for online learning. For dos, it suggests being prepared in advance, putting in maximum effort, establishing presence and feedback for students, keeping content engaging through multimedia, and clearly communicating expectations. The overall message is that online teaching requires thorough planning and active involvement to support students.
1) The author has always wanted to be a teacher since childhood, teaching her younger brother lessons from school using a mirror as a whiteboard.
2) As a future teacher, the author believes classrooms should be colorful and welcoming while also focusing decorations on subject matter. High school classrooms require different decorating than elementary schools.
3) When teaching, the author plans to explain steps as writing problems, check for understanding frequently, and use technology like videos when available to enhance lessons. Testing will balance challenge and curriculum standards based on student understanding.
This survey research assignment examines the feelings of first semester Seneca students during their studies. The author conducted a survey of 40 students using 10 closed-ended questions about their experiences participating in classes, interactions with professors, reactions to grades, and views on the grading system. The strengths of the questions are that they directly relate to typical aspects of students' school lives like grades. However, the questions could be improved by avoiding potential bias and more clearly connecting to principles of psychological research, such as using open-ended questions that allow for varied responses rather than predefined answers.
This document provides 5 techniques to help students pass the West African Senior School Certificate Examination (WASSCE). The techniques are: 1) work on your mindset and believe you can pass, 2) thoroughly review past exam questions, 3) create a structured study plan, 4) prioritize your own success over helping others, and 5) rely on yourself for preparation and don't depend on others on exam day. The document also provides background information on the WASSCE exam and grading system.
The document provides 13 tips for passing the Licensure Examination for Teachers (LET) in the Philippines. The tips include knowing your strong and weak subjects, understanding theories and concepts, improving analytical skills, reviewing all subject areas, preparing for the exam, getting enough sleep, avoiding erasures, skipping and returning to difficult questions, following instructions, using common sense, organizing math work, tracking skipped questions, and being careful of conditional words. The overall recommendations are to thoroughly prepare through review, practice analytical skills, and use effective test-taking strategies.
This document contains an interview with Rochelle Deter, the head of the mathematics department at University Preparatory School. In the interview, Ms. Deter describes her classroom set up, typical teaching day, teaching style, classroom management approach, views on understanding students, motivating students, technology policy, homework policy, advice for new teachers, and approach to meeting the needs of all students. She emphasizes understanding students, modeling expected behavior, allowing opportunities to succeed, and being willing to adapt lessons as needed.
This physics course syllabus outlines the grading procedures and expectations for the class. It states that keeping an organized notebook is essential for success in the course. Grades are determined based on bellringer activities, homework checks, quizzes, tests, participation, book checks, and notebook quizzes. The syllabus also provides information on making up missed work, classroom expectations, and teacher availability.
The document discusses effective teaching methods. It begins with an outline of topics covered, including brainstorming, types of teachers, and commandments for better teachers. It describes how teachers can inspire students or cause them to quit. Effective teachers motivate students, treat all equally, and continually learn to improve. They engage students actively and make learning enjoyable. The document provides tips for teachers, such as using props, encouraging questions, treating students with empathy, and believing in themselves. It emphasizes that the teacher's attitude is important and can create a positive learning environment.
Democratic Dialogue:Teachers\' Reflections on Learning Lead to New Practices ...Heather Duncan
The document summarizes the reflections of 6 rural educators participating in an online graduate course. Through journaling, the participants shared their experiences with frustration, vulnerability, and feeling out of their depth as online learners. They discussed how these experiences helped them gain empathy for their own students and reflect on their roles as educators. Key reflections included realizing the importance of taking risks, experiencing failure, and the power dynamics between teachers and students. The journaling process helped the participants find commonalities and enriched their learning experience.
When you have no interest in class material, it affects your behavior, grades, connection to others, and commitment. You will struggle in assignments, tests, and projects, leading to poor grades. It is a waste of time and money, and other students could use that seat. Classmates will not want to sit by or get help from someone who does not understand. You will have little commitment and may miss classes. Using phones in class can aggravate instructors. Students who are interested get better grades overall.
Avoiding Power Struggles And Setting LimitsBeth Martin
The document discusses strategies for avoiding power struggles with students and setting effective limits in the classroom. It identifies situations that could lead to power struggles and provides techniques for preventing and defusing confrontations. These include establishing clear rules and consequences, actively listening to students, and enforcing limits while preserving student dignity. The document also discusses common misconceptions around limit setting and offers a five-step approach for setting limits effectively. Sources for additional information on the topic are provided.
2016 Conference - Placing PE at the heart of your school's valuesYouth Sport Trust
This document discusses placing physical education (PE) at the heart of a school's values. It introduces the WULF PACK framework, which aims to define the purpose of PE for a school and align PE outcomes with student needs and school values. The framework includes a skills matrix that assesses students' confidence, resilience, responsibility and other attributes. Teachers are encouraged to use a "split-screen" approach where they consider both physical achievement and skill development. Implementing WULF PACK involves clear communication of PE's purpose and using the framework for lesson planning, delivery and assessment.
Make a good choice every create a good rapport with themmarygraceadame
This document discusses the importance of building rapport with students. It states that rapport gives teachers leverage, presence, and influence over students to change their behavior. Students will want to listen, learn, and behave better for teachers they have rapport with. The document advises that building rapport is easier than most teachers think, and does not require extra time or special skills - it just takes choosing to like students. It says teachers must consciously choose to see the best in students and like them, regardless of how they act, in order to build rapport. When teachers do this, students will start to like them back and behave differently in a positive way.
This chapter discusses setting high expectations for students and yourself. It emphasizes having unwavering belief in your own teaching abilities to create a self-fulfilling prophecy of student success. The chapter also stresses confronting the brutal facts of your current classroom reality through reflective practice and asking questions to improve teaching strategies.
Cengage Learning Webinar, Psychology, Teaching the Psychology of Adjustment a...Cengage Learning
The old adage "Try, try again" suggesting persistence leads to success turns out to be true, according to recent research. In this April 16, 2013 session discussed ideas that will help your students become better learners and more successful in endeavors beyond the classroom.
Cmc assessment for classroom management - prefinalasma1990
This document provides guidance on classroom assessment strategies, including:
1) The key differences between formative and summative assessment, with formative assessment aimed at improving student learning and summative assessing learning after instruction.
2) How formative assessment can be used to monitor student progress, provide feedback, and motivate students through techniques like positive feedback and setting homework routines.
3) Tips for working with individuals and small groups during assessment and using self-assessment and peer assessment.
This document provides guidance for handling challenging classroom situations that may arise. It suggests clearly outlining expectations and policies to prevent issues. When problems occur, the document recommends speaking privately with students, understanding multiple perspectives, documenting interactions, and maintaining a supportive approach while upholding standards. Deans or services can assist if issues persist after reasonable efforts to address them respectfully. The overall message is to fairly but gently manage behaviors to facilitate a positive learning environment.
The document summarizes a presentation about improving high school grading practices for the 21st century. It discusses moving away from traditional grading that focuses on tasks and quantity towards a system focused on learning outcomes and quality. Key points emphasized are using assessment for learning to provide descriptive feedback and differentiate instruction, and stopping practices like assigning zeros and penalizing late work that don't support learning. The presentation provides an example of one school that successfully implemented these improved grading practices.
Ken O'Connor is an educator who has advocated for assessment and grading practices that support student learning. Based on his research and advice, the document discusses five important ideas regarding grading: 1) relating grades to intended learning outcomes, 2) limiting grades to individual achievement, 3) assessing formative work but not including all scores in grades, 4) providing multiple assessment opportunities, and 5) involving students in the assessment process. The document provides examples and discussion of each idea.
This document discusses assessing individual student learning within collaborative group projects. It begins by outlining the agenda, which includes confirming the definition of assessment, exploring issues with assessing individuals in groups, and considering possible strategies. It then discusses reasons for using group assessments, such as authentic tasks and opportunities to develop team skills. However, the document argues strongly against using group grades or assessments, providing seven key reasons: they are unfair; debase report cards; undermine motivation; convey the wrong message; violate individual accountability; are a source of resistance to cooperative learning; and may be challenged in court. The document advocates for individual accountability and assessing each student's learning and performance separately.
The document discusses the importance of descriptive feedback and sound grading practices that focus on learning. It argues that traditional grading practices can lower student confidence and motivation to learn. Effective feedback should be timely, specific, and help students improve. Grades should reflect learning outcomes rather than tasks, and practices like zeros, late penalties, and grading homework undermine learning.
1) Assessment is fundamentally important to the educational process and can be used to support student progression or demotivate learners.
2) There are various types of assessment including teacher, peer, and self-assessment that can be used formatively or summatively.
3) Effective assessments encourage students, provide meaningful feedback, and are integrated into the teaching and learning process.
1) Grades should provide feedback to students to help improve their performance, not be used as punishment. If students are failing, the grading policy needs to change rather than blaming students.
2) Toxic grading policies like using zeroes for missing work or averaging all scores distort students' actual abilities and learning. Alternatives include allowing students to make up missing work or representing their best work.
3) A single low score, like a zero, can unfairly bring down an overall grade even when other work is perfect. Grades should accurately reflect students' mastery of concepts.
The document discusses various strategies for effective classroom management including establishing clear expectations and routines, using positive reinforcement, and implementing a recognition program. It describes Brewster's recognition system which awards points in various areas to earn privileges. Effective use of the system includes clearly linking classroom activities to recognition scores, providing weekly feedback, and establishing a ritual for sharing feedback. Mrs. Sunshine's frequent public acknowledgment of students earning high scores is evaluated as a good use of the system, while Mrs. Terminator threatening lower scores as punishment is not.
This document summarizes the agenda and activities for the first Teacher CONNECT session. The session focused on:
1. Introductions and name tag activity to get to know participants.
2. Overview of the daily schedule, norms, and goals of the Teacher CONNECT program to provide support for new teachers.
3. Activities in groups to discuss topics like assessment, classroom management, differentiation and building relationships with students and parents.
4. Presentations and discussions around establishing effective learning communities, assessment for learning, developing student profiles and differentiated instructional strategies.
The document discusses factors that influence Malaysian students' declining performance in mathematics and science based on TIMSS studies. It identifies three main factors - family background, language of instruction, and student attitude. Possible solutions for students to overcome these problems include maintaining a positive self-image, approaching friends with positive thinking, and staying away from negative thinking friends. Implementing these solutions could help students feel more confident and motivated to succeed, be influenced by beneficial activities, and avoid negative influences.
The document provides strategies for teachers to encourage learning goals in students. It discusses encouraging traits like being well-organized, breaking large goals into smaller goals, observing one's own performance, and believing one can achieve. It emphasizes the importance of enjoyment, positive reactions to tasks, high effort and persistence, and seeking academic help. The overall strategies are meant to enhance students' self-motivation and ability to learn effectively.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
This study examined learning gains among humanities and science students using assessment scores from a large sample of over 17,000 students. The researchers found that science students showed more variance in initial achievement and learning gains compared to social science students. Socio-demographic factors like gender, ethnicity and prior education explained more variance in learning gains for science students. The study also compared learning gains across universities, finding substantial differences at the departmental level, suggesting that aggregate estimates can be misleading. Multilevel modeling provided a more accurate method for estimating learning gains compared to simple linear models.
Helping Students Self-Regulate for Success - CounselorsAngela Housand
This document discusses ways to help students take responsibility for their own learning through developing self-regulated learning behaviors. It defines self-regulated learning as when students are metacognitively, motivationally, and behaviorally active in their learning. Research shows that providing choice, strategy instruction, opportunities for goal-setting and self-evaluation can help students engage in self-regulated behaviors. The document provides examples of strategies like organizing tools, setting specific and meaningful goals, and fostering intrinsic motivation that teachers can use to help students gain control over their learning.
The document provides guidance on classroom management best practices including:
- Establishing ground rules for presentations, group work, and classroom behavior.
- Reinforcing the importance of developing excellent classroom management skills for teacher success.
- Explaining that the goal of discipline should be teaching students self-discipline through positive reinforcement and minimizing negative consequences like punishment.
- Outlining strategies for using positive and negative reinforcement, as well as extinction, to modify student behavior over time.
O'Connor discusses principles for grading that promote learning over punishment. He outlines 15 fixes to broken grading practices, such as not including behaviors in grades and only grading based on achievement standards. Formative assessments should provide feedback rather than grades. Zeros should be replaced since they disproportionately impact grades. Involving students in assessment helps ownership over learning. The goal of grading should be to support mastery of learning standards through developmental, feedback-focused practices.
This article was published in California Math Council's Communicator magazine in March 08. I always go back to it to refresh ideas on improving student achievement in math. Feel free to share with attribution.
Cracking the challenge of assessment and feeedbackTansy Jessop
This document summarizes a presentation given by Professor Tansy Jessop on assessment and feedback in medical education. The presentation covered several key topics:
1) The importance of assessment and feedback in driving student learning. Formative assessment and feedback, in particular, are critical for learning but are often underutilized.
2) Research showing wide variations in assessment patterns across degree programs, with some relying heavily on high-stakes summative assessment and having little formative assessment. This can encourage surface rather than deep learning.
3) Case studies of programs that have successfully integrated formative assessment, emphasizing principles like reducing summative assessment, linking formative and summative tasks, and using low
This document provides guidance and best practices for grading student work. It discusses creating a grading system that works for the teacher and emphasizes student mastery over things like effort. It recommends against using zeros for missing work and averaging grades. Instead, it suggests allowing students multiple opportunities to demonstrate mastery through redoing or retesting. The document also cautions against single assignments heavily impacting grades and using grades as punishment. Overall, it promotes grading that provides feedback to students to improve learning.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Formative Assessment ppt: The idea behind this PD session was to expose teachers to techniques that they can implement in any one of the different content-areas that would allow them to frequently monitor students’ understanding. Research has shown that it is through these constant ‘checks for understanding’ that teachers are better able to adjust their instruction to maximize learning. Through formative assessment, teachers are able to cater to students’ individual needs; this is a huge concept behind differentiation.
Gary G. Abud Jr. is an educator who has experience as a principal, teacher, instructional coach, and educational consultant. His background includes over 15 years working in K-12 education, with experiences in both teaching and administration. He has a PhD in curriculum and instruction and provides professional development and consulting services to schools.
This study aimed to identify predictors of rapid progression of chronic kidney disease (CKD) using data from a large CKD clinic. The study found that lower initial systolic blood pressure, advanced age at the initial clinic visit, and longer duration of treatment at the clinic were associated with slower CKD progression. However, the study results contradicted previous findings that factors like proteinuria, ACE inhibitor use, diabetes, and initial anemia predict progression. The authors believe this may be due to survivor bias, as patients who died or started dialysis were not captured, and plan to re-examine the data to avoid this error.
American Society of Nephrology Presentation 2006Gary Abud Jr
CKD clinics provide comprehensive care for patients with renal disease. A study of a CKD clinic found that over time in the clinic:
1) Patients experienced improvements in blood pressure, anemia, and lipid profiles. Anemia decreased from 34% to 21% and use of ESAs increased. Statin use and LDL levels improved.
2) Hyperparathyroidism was not improved, though treatment intensified.
3) Renal function decline slowed compared to historical controls, with the average GFR decreasing only 0.19 mL/min/year.
3 Ways to Ramp Up Your Science Instruction! [WORKSHOP]Gary Abud Jr
This is a half-day workshop on implementing student-centered practices in the secondary science classroom. The topics include inquiry-based instructional design, visible thinking routines, and talk moves for productive classroom discussion.
During the week leading up to Valentine’s Day, educators around the country are sharing their love of teaching with a blog post, tweet, picture or video and uniting with the hashtag #LoveTeaching. For more information, visit: http://j.mp/loveteaching
30 elementary, middle, and high school students came together to animate their ideas in front of a live audience in a series of short and inspiring talks. The concept of the Nspire Talks is a charity event to give kids the stage and microphone to add their voice to the collective conversation and inspire others. Speeches are no more than five minutes and cover a wide range of topics. All talks answered the question: "What's your vision for ...?"
This year's event benefitted the Michigan Eye Bank and raised awareness of the impact of the Organ Donor Registry.
Gary G. Abud, Jr. was named the 2014 Michigan Teacher of the Year. He teaches science in the Grosse Pointe Public Schools and advocates for education in Michigan under the Twitter handle @mr_abud. He also runs a website that provides STEM training for Michigan teachers through an organization called mimodelinginstruction.org.
Engineering Your Classroom Brand in 8 StepsGary Abud Jr
The document discusses how to engineer a "classroom brand" in eight steps: 1) Write an experience sentence to focus the brand; 2) Design a logo; 3) Create a hashtag; 4) Establish a mantra; 5) Develop student norms and values; 6) Create paraphernalia like shirts; 7) Make the brand ubiquitous in the classroom; 8) Obtain feedback from students on the brand. It argues that branding is powerful and pervasive in culture and can be applied to classrooms to develop student culture and climate.
Before, Change, After (BCA) Tables for StoichiometryGary Abud Jr
The BCA Table method of performing stoichiometry calculations that is a cognitive approach that does not rely on algorithms, but rather it engages proportional reasoning skills.
Keeping Track of Energy in Chemical ReactionsGary Abud Jr
Presentation by Larry Dukerich on how to represent energy transfer during chemical reactions. This presentation is part of the training provided by the Modeling Instruction in Chemistry Program.
This document discusses 1D kinematics and different types of graphs used to represent motion including position vs. time graphs, velocity vs. time graphs, and acceleration vs. time graphs. It provides examples of these graphs and challenges the reader to describe the motion shown in various position vs. time graphs. The document aims to help readers test, review, and reinforce their knowledge of 1D kinematics graphs and motion analysis.
This document analyzes the impact of homework on student achievement. It utilizes both parametric and nonparametric techniques on data from the National Educational Longitudinal Study of 1988. The results indicate:
1) Homework has a larger and more significant impact on test scores than other standard school inputs like class size.
2) The effects of homework are not uniform - it is most effective for high- and low-achieving students.
3) Parametric models overstate the impact of school inputs like homework and class size compared to nonparametric estimates.
Grosse Pointe North's Emerging Leaders Program - OverviewGary Abud Jr
The Emerging Leaders Program is designed to develop leadership skills in high school students. It will involve regular meetings, mentorship, and classroom participation. Students will work on skills like communication and then apply them by modeling behaviors for peers. The program will start in the classroom and expand to the whole school and community over time. It aims to support student-centered learning and address needs of the classroom, school, and community through service.
A Standards Based Grading Case Study...KindaGary Abud Jr
A basic overview of how one approach to Standards Based Grading (SBG) was implemented in a high school physics class using Microsoft Excel and the Pinnacle web-based gradebook.
This presentation was given as part of a larger staff professional development on SBG.
This document contains a 50-question chemistry semester review covering various topics including:
1) Properties of ionic compounds including their high melting points.
2) Bond types and strengths in molecules like NH3.
3) Types of bonds that would form between different sets of elements.
4) Factors that determine states of matter for different compounds at various temperatures including intermolecular forces.
The review covers concepts of bonding, molecular shapes, properties of states of matter, acid/base chemistry and chemical reactions.
Google Docs is a free online word processor, spreadsheet, and presentation tool that allows multiple users to collaborate simultaneously on documents. Students can access and work on documents from any internet-connected computer, and teachers can provide feedback during the writing process. The chat feature allows experts to join lessons. Teachers can use Google Docs to collaborate with colleagues and publish materials online for students and parents.
Keratoconus Through the Eyes of a PatientGary Abud Jr
What would it be like to have a degenerative disease of the cornea? Ultimately resulting in the need for a corneal transplant, keratoconus (KC) breaks down and thins the corneal tissue until vision is impacted in major ways.
Students will compete in a cardboard boat regatta on April 29th at Grosse Pointe North Pool where they will demonstrate their physics knowledge by racing boats they constructed out of cardboard, with timed heats and awards judging to celebrate their accomplishments in applying physics principles to a practical challenge.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Survey of Techniques for Maximizing LLM Performance.pptx
The Grades Game
1. Copyright National Association of Secondary School Principals, the preeminent organization for middle level and high
school leadership. For information on NASSP products and service, visit www.principals.org.
n Andy Fleenor, Sarah Lamb, Jennifer Anton, Todd Stinson, and Tony Donen
The
Grades
Game Most grading systems reward students for their
T
behavior, not whether they’ve mastered the material.
Changing to a grading system that bases grades on
mastery enables teachers to give students regular,
specific feedback about their learning.
he high school conference room is full of adults and one teenager, Amy. Evenly
distributed around the table are the math teacher, Amy’s parents, an assis-
tant principal, a special education teacher, Amy, and the principal. Such meetings are
almost never held to applaud the successes of the student, and this one is no excep-
tion. The topics today are Amy’s failing math grade and questionable graduation status.
The most uncomfortable person in the room is also the youngest, perhaps because she
knows exactly what is coming. Here’s the funny thing: everybody in the room knows
what discussion is about to take place. And although this is really not funny, everybody
also has a pretty good idea that an identical meeting will be needed in the future.
As you no doubt have already guessed, the focus of the meeting is the contents of
Amy’s grade report, particularly the category labeled “Homework.” Amy, it seems, had
not been doing any homework, and as a direct result, she failed several quizzes and
tests. Amy, the adults agree, is perfectly capable of doing well in math if she would
only apply herself. The person in question, driven to end this meeting as quickly as
possible and with the fewest consequences as possible, also agrees. So it is settled: Amy
will do her homework, apply herself, and everything will work out fine. Hands are
shaken, friendly goodbyes spoken, and everyone goes on about their business.
Fast forward one month: another meeting with the same players and the same script.
Such meetings are conducted daily across the United States, and only a tiny minority
makes any worthwhile change in the success level of the student. The fault for such
failure does not fall at the feet of the students, but rather at the feet of teachers and
48 z Principal Leadership z febr uary 2011
2. f e b r u a ry 2 0 1 1 z Principal Leadership z 49
3. Resources
As you begin to evaluate your as, “You need to pay more attention in class.” The goal, then, is to
grading system, the following resources will help communicate specific, learning-based feedback in a student-friendly
you build your own knowledge of good grading manner, and the best method of communication is in grade reports
and assessment practices. that use a learning-based or standards-based gradebook.
A Repair Kit for Grading: 15 Fixes for Broken
Grades by Ken O’Connor (2007, Educational
Learning, not Behavior
If you like a challenge, take a look at a typical grade report of a typical
Testing Service) is an excellent starting point
student in a typical class in your school and try to decipher what he
that helps readers focus on specific aspects of
or she is good at and what he or she is bad at. Some things are easy
grading.
to find out—he doesn’t do homework, she doesn’t study for tests, he
Classroom Assessment for Student Learning misses a lot of school. Some things, with a bit of imagination, can be
by Rick Stiggins, Judy Arter, Jan Chappuis, and presumed—it’s easy to tell that she cheats on homework because her
Steve Chappuis (2004, Assessment Training homework grade is good but she fails all the tests. Or that he is bored
Institute) gives an overall perspective on what it because he never does his homework, but he aces all the tests.
means to develop assessments that are focused To take the challenge to the next level, look back at what you
on providing students with specific feedback for said were strengths and weaknesses and see how many were behav-
improvement and offers a detailed step-by-step ior-related as opposed to learning-related.
process on implementing good assessments. n Doesn’t do homework (behavior)
Grades Don’t Matter by Tony Donen, Jennifer n Doesn’t study (behavior)
Anton, Lisa Beard, Todd Stinson, and Glenda n Misses school a lot (behavior)
Sullivan (2010, Armour&Armour Publications) is n Cheats on homework (behavior).
an easy read with real examples and testimonies
of what it looks like when theory is put into Bored Behavior
practice. It can be quite alarming (and eye-opening) to see exactly how many
of the grades students receive are based on their behaviors rather
than their learning. If you are teaching U.S. History, shouldn’t your
students’ grades be determined by how much they know about the
administrators who are giving such poor advice subject and how they use the subject to solve problems? If your
to improve performance. Imagine observing an answer is yes, then how can such assignments as word searches and
inexperienced teacher who has poor classroom defining key terms from the book affect their overall grades?
management skills and delivers unengaging les- Students should be assessed on what they know and can use
sons. What advice would you give him or her in rather than on their behavior. The reality, unfortunately, is that the
a post-observation meeting? Would you tell him opposite is often the case. Grades for students who work hard are
to work harder, to do more planning at home, to frequently inflated, and when performance is essential, such as on
apply himself more to the job? Of course not. high-stakes assessments, students fall short and use the excuse that
You would identify specific areas of strengths and they are poor test takers. Also, although grades that are based on be-
weaknesses and offer practical, specific advice that haviors reward the hardworkers and those students who are forever
will improve his or her teaching. compliant, they punish students who have yet to figure out how
In regards to improving performance, students to “do school.” To alleviate this inequity, schools must change their
are no different than adults. Amy did not need grading practices. Fortunately, one simple change is all that is needed
to be told to work harder, primarily because she to start the ball rolling.
didn’t know what to focus on. Instead of vague,
behavior-based remedies, she needed specific, Changing the Game
learning-based remedies. Instead of a “work Tommy Jenkins and Mary Smith are students in Honors Precalculus,
harder” treatment, she needed a “come in for extra and both of them show a 78% as their current grade. One might
help on solving equations” treatment. When told assume that they are similar students. As you dig deeper into their
to focus on specific areas, students will succeed grade reports (and thus their teacher’s gradebook), you get a good
at a much higher rate than when they are offered feel for Tommy but not so much for Mary. (See figures 1 and 2.) It is
overly general and nonspecific feedback, such plain to see that Tommy does not understand “Domain and Range”
50 z Principal Leadership z febr uary 2011
4. Figure 1
Student: Mary Smith Average 78%
Class: Pre-calculus Honors
Tests and Projects 40%
or “Graphing Trig Functions.” If he needed or wanted to bring his Points Points
Assignment Possible Earned
grade up, he could focus his attention on those topics. Chapter 1 Test 100 68
It is difficult to do the same sort of analysis for Mary. She seems Chapter 4 Test
Chapter 5 Test
100
100
79
74
to have done poorly in chapter 1 and had a bad homework grade Transformations Project 100 95
for chapter 4, but does that give Mary any hints as to what to do to Average 79.00%
improve her grade? The likelihood is that although the teacher can
Quizzes 30%
explain to anyone exactly what chapter 1 was about, Mary cannot. If
Mary cannot verbalize what topics chapter 1 covered, how can she Assignment
Points
Possible
Points
Earned
possibly be expected to improve? Chapter 1 Quiz A 100 55
To facilitate the move to learning-based grades, schools must Chapter 1 Quiz B
Chapter 4 Quiz A
100
100
80
74
tinker with their gradebooks. First, grades should be categorized by Chatper 4 Quiz B
Chapter 5 Quiz A
100
100
75
88
topics or units tied to course content. This is a departure from the Chapter 5 Quiz B 100 65
old “tests, quizzes, homework” model, but it is a simple change to Average 74.40%
make. In fact, this change can be made at the beginning of any grad- Homework 30%
ing period in any subject in the school. Instead of “tests, 50%,” the Points Points
Assignment Possible Earned
gradebook will list “functions and graphs, 50%.”
Chapter 1 Homework 10 assignments 100 100
This simple modification creates radical changes in and out of Chapter 4 Homework 10 assignments 100 50
Chapter 5 Homework 10 assignments 100 70
the classroom. Outside the classroom, conversations with students Participation 100 100
and parents begin to deviate from the format that Amy’s teachers Average 80.00%
and administrators used in their meeting with her and incorporate
more detail and more specific instructions on how to improve. Figure 2
“Work harder” becomes “work harder on understanding the causes of
World War II” and “pay more attention in class” becomes “you need Student: Tommy Jenkins Average 78%
Class: Pre-calculus Honors
to be able to discuss the steps of photosynthesis.” These changes
Functions and Graphs 15%
foster an environment of assistance and learning, rather than resent- Points Points
Assignment Possible Earned
ment and frustration. No one wants to fail, but no one wants to Functions and 1-to-1 12 12
Inverse 14 11
guess as to how to pass. Specifics that are based on learning targets Domain and Range
Transformations
11
14
2
14
are key to this culture change. Asymptotes 9
Category Average
8
78.33%
Trigonometric Functions 40%
Inside the classroom, teachers are forced to evaluate their assign- Points Points
ments and grades. If an assignment is to be graded, it must be catego- Assignment
Angles
Possible
16
Earned
15
rized according to learning. If the assignment cannot be properly cat- Arc Length
Solving Right Triangles
5
18
5
16
Graphing Trig Functions 16 4
egorized, the teacher must reconfigure the assignment so that it can. Solving Trig Equations 14 12
Category Average 75.36%
This change in thinking is subtle but dramatic. Over time, teachers Analytical Trigonometry 45%
Points Points
learn to think about individual questions on individual assessments Assignment Possible Earned
Verifying Trig Identities 18 8
and what category each should be recorded in. Under the old sys- Sum and Difference Identities
Law of Sines
6
12
6
12
tem, a test is marked, totaled, changed to a percentage, and recorded. Law of Cosines
Applications of Laws of Sines and Cosines
12
16
12
13
Category Average 79.69%
Under the new system, one assessment might have several individual
grades because the test covers topics in multiple categories.
scrimmaging time is drawn upon, and the team
The Grades Game lines it up for real. The result is final, and the per-
In sports, players have to go through a well-known sequence: prac- formance is generally analyzed and evaluated and
tice, scrimmage, game. Practice occurs regularly for players to hone used when developing practices in the future.
their skills and improve flaws in their game. They receive individual A similar model will work for academics. Prac-
as well as group instruction, and failures are learning experiences. tice, in school, includes homework and classwork.
In scrimmages, game conditions are mimicked and players get the This is where teachers instruct and students use
opportunity to apply what they learned in practices in a game situ- that instruction to solve problems or draw conclu-
ation. In scrimmages, players show improvement—or don’t. Al- sions or make connections. Teachers use practice
though their performance might affect their playing time, the results to gauge progress and prepare for the future. Next
ultimately don’t affect the team. In the game, all the practicing and are the scrimmages—“quizzes”—that enable the
f e b r u a ry 2 0 1 1 z Principal Leadership z 51
5. teacher to check the pulse of the class. Quizzes Conclusion
shouldn’t define a student’s success or failure, but Teachers and administrators realize that grades are a game and that
should instead be a barometer for both the teacher often the winners are those students who do the most work. But
and the student about the progress being made. quantity should not trump quality. Grades should be based on what
After scrimmaging (and discussing the suc- students know and can do, rather than on how much work they can
cesses and failures of the scrimmage), it’s time (and will) complete. Students should receive regular and specific
for a game, or test. Tests matter because they are feedback about what they know and don’t know. Offering regular,
opportunities for students to show exactly what specific feedback and grading that are based on learning and not
they can and can’t do, what they do and don’t un- behavior will have an immediate positive impact on your school. It
derstand, what they know and don’t know. Ideally, will redefine students’ role in the learning process, completely alter
like in sports, practicing and scrimmaging have communication patterns with students and parents, and ultimately
prepared students for the game (test), and the will improve performance top to bottom. PL
results can almost be predicted. In sports, practice
and scrimmage are essential pieces to success, but Andy Fleenor (andyfleenor@thegradesgame.com) is the head of the mathematics
in the end no one really cares about the athletes’ department at Fairview (TN) High School.
practice habits or scrimmage performance. The Sarah Lamb (sarahlamb@thegradesgame.com) is the assistant principal for grades 11 and
only thing that matters is how well they play the 12 at Fairview.
game. In school, how much should we really care Jennifer Anton (jenniferanton@thegradesgame.com) is an assistant principal at
about students’ homework habits or performance Independence High School in Thompson’s Station, TN.
on quizzes? They are important, yes. They should Todd Stinson (toddstinson@thegradesgame.com) is the assistant principal for grades 9 and
be used to help the students, absolutely. But they 10 at Fairview.
should not affect students’ grades. Tony Donen (tonydonen@thegradesgame.com) is the principal of Fairview.
52 z Principal Leadership z febr uary 2011