go through Terry Heick
Grading issues are one of the most urgent Bugaboos in good teaching.
Rating can take a lot of time. It can also bring down morale for students, get into trouble at home, or prevent them from entering a university.
It also makes teachers feel depressed. If half of the class fails, any teacher worthy of salt will need to look at themselves and crafts for a long time.
So, as a teacher over the years, I have pieced together a student-centric system. Its student-centered meaning is that it is designed for them to promote understanding, build confidence, possess ownership and protect yourself from your own harm when needed.
There are some coverages in this approach Why did that student fail? Diagnostic teaching methods. See the system below – Really, I created some rules that, although not perfect, have a long way to go in eliminating grading issues in the classroom.
This means that students are not paralyzed by fear when I ask them to complete increasingly complex tasks they fear. This also means that parents won’t breathe my neck in the C-I saw on Infinite Campus, and the teacher will be happy too if both the students and parents are happy.
How do I eliminate all the grading problems in class (almost)
1. I chose something that was carefully rated.
When I first started teaching, I thought about “homework” and “test”. Quizzes are the same thing.
But in the end, I began to think with “practice” and “measurement”. All assessments should be formative, and the idea of a “summary assessment” makes just as meaningful as “the final tooth cleaning.”
The biggest idea is what I often call the “Ammoth of Assessment” in which snapshots of students’ understanding and progress are organic, seamless and non-threatening. Assessment is everywhere and always online.
“Measure” is just an assessment, even if the word means “check your growth”, just like you measure your child’s vertical growth (height) by marking the threshold of the kitchen. This type of assessment provides marks for students and teachers – Data, if you insist – when the student “is” position and clearly understands that another such measurement will be taken soon as possible, and there are dozens of opportunities to practice in the middle.
Be very careful with your grades as it takes time and psychological energy – this is crucial for the success of any teacher. If you don’t have a data plan before you do an evaluation, don’t give it, of course don’t call it a quiz or test.
2. My design job is “publishing”
I’m trying to see at least student products in students’ parents – writing, graphic organizers, podcasts, videos, projects, etc. Ideally, the work will also be published to peers for feedback and collaboration, and then to the entire public to provide some real-life features in a community where students care about.
This assessment is intended by the work by making public the work (to promote students’ learning while protecting any privacy issues). It is real, which makes the feedback loop faster and more diverse than a teacher would like to do.
What the system loses in the expert feedback that teachers may be able to provide (though nothing can be both open and benefit from teacher feedback), but it makes up for the position of having students with substantial reasons to do their best work, correct themselves and create high-quality stances for quality.
3. I made a rule: No FS, no zero. A, B, C or “incomplete”
First, I created a zero-free strategy. It’s easier said than done, depending on who you are, what you teach, the school’s “policies” and so on. The idea here, however, is to prevent zero math from destroying students’ “final grades”.
I tried to explain to students that grades should reflect understanding, rather than their successful gamification rules and some gamification capabilities in most courses and classrooms. If students get D letter grades, it should be because they show a universality of almost universal inability to grasp anything, not because they get and BS in most jobs they care about, but in CS or lower jobs they don’t have to do the job, and they don’t have D or F.
Another factor in working here is the work that marks A, B, C or “incomplete”. In other words, if the student does not at least reach the average mark of C, this should reflect an average understanding of a given criterion or topic, I would mark it as “incomplete”, give them feedback on how to improve and then ask them to do so.
4. I often lose my homework.
Simple enough. I have a Twitter feed with all “measurements” (they know that these measurements match their grades), so they don’t have to ask “what they are missing” (although they do it anyway). I also wrote it on the board (I have a huge whiteboard that stretches out in the front of the classroom).
5. I created an alternative evaluation.
Early in teaching, I noticed that students said in different ways that they “get it, but not get it all the way”. Or they think they have indeed “acquisitioned” but not the required method of assessment (reminder: English/ELA is a highly conceptual area of content for literacy itself).
So I’ll create an alternative evaluation to check and view. Does the assessment prevent it from reaching its scope beyond its reveal? Why explain the assignments or complicated logistics on the wall, and the problem is not the problem at all? These are just the way I use carpenters to use tools.
Sometimes it’s easy to just grab other tools.
I also ask students to create their own assessments sometimes. Tell me you understand. It doesn’t always work the way you expect it to, but I get some of the most insightful, creative expressions I’ve seen from students. Like most things, it only depends on the students.
6. I teach through micro-assignment.
Export list is one of the greatest things I teach to happen. I rarely use them as “exit tickets” to be able to leave the classroom, but use them almost every day. Why?
They gave me a series of data streams of “evaluation atmosphere” that are daily, fresh and disarmed because they know it’s very soon and if they fail, another person will be coming soon.
It is a student-centered practice because it protects them. They have a lot of opportunities, and in math, they score so many points that they simply don’t “fail” unless they fail every day. If so
I can deal with a single standard or topic from various perspectives, complexity, and the level of Bloom, which usually suggests that students who “didn’t get it” last week are more likely to be just “my problem”.
In other words, they did not fail my assessment. My assessment failed them because it actually failed to find out what they knew.
7. I use diagnostic teaching
You can read more about diagnostic teaching, but the overall idea is that I used a clear sequence that I communicated with students and their families very clearly. It usually takes everyone the first or two months to satisfy this, but once I do, the grading problem is almost* completely eliminated. The problems still surface, but with the system in place, it is much easier to identify exactly what went wrong and why and communicate all of this with stakeholders involved in helping raise children.
