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4th grade teacher from Ada, MN

I really enjoyed your points

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I really enjoyed your points on grading and the different ways you grade your students. I currently am trying to change my way of grading and assigning homework in elementary grades. It is difficult to find the guide as to what I should or shouldn't grade. Does every homework assignment need to be graded? Is this the only form of feedback students are getting? It seems that when beginning to learn a new concept it is fairer to students to not enter a grade on every assignment until they have improved on their skill level for that concept. Your article has made me think about what I want to grade and what I need to use as corrective feedback. How can you justify having students do the work as homework if you don't take the time to correct it? Or should all be corrected but simply not entered into a grading system?

Real Client PBL EdTech Industrial Arts Social Sciences Teacher 7-12

Incremental criteria vs big problem lesson plan and over years

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Meaningful and Life-saving Project Based Learning with major CEOs, nationwide and national leaders is founded on George Lucas' Edutopian idea of presenting a problem to be solved, then all technology, mentors, money, and cooperation follows. PBL is now important to opinion leaders. My students have designed:
Central Asian TRAADE routes for prosperity, peace, and freedom with pipelines carrying water, oil, gas next to road and railways going north and south where none exists now.
Red Cross Robotic Search and Rescue Ambulances (SARA) vehicles for firefighters and DARPA Grand Challenge. Research contacts given to university students winning $2M prize.
Flood ending half-buried porthole pipelines carrying water elsewhere where needed.
Asteroid Detection Deflection Development (ADDD) solar system wide with banking collateral value to pay for it all at 6% discovery rights to title, 1/10,000th of dollar severe discount equals $1.9 Trillion in assets for California schools and colleges; 145T for US & A; more for other countries with telescopes; parcelization of 5 moons to every human with individual property title; and a Space Property-title and Asteroid Resources Company (STARCO).
New Island Creation Consortium (NICCO) pizzahedron truss structures, electro-deposition of sea mineral hulls, and Freedomaxium new country projects and open deep ocean fish-farming.
Identifying Moammar Ghaddafi's deep space rocket capability with nuclear batteries for space rock renavigation as WMD plus launch disguise, satcom interference, and satellite blinding alliances.
Resetting global economy to personally held space resources instead of oil, and achieving property title for all humans on Earth using Percentage As You Earn (PAYE) finance of houses and farms ending repossession vulnerability.
Achieving free market curative and preventative care for all as an outcome of a new charging method of percentage-of-income medical finansurance. Adding Quality Immortality (QI) percentage of income PAYEments while students decide to crack the supergene that controls aging.
Historical examples of income contingent business models in immigration of redemptioners of debt replacing indentured servitude and slavery; privateers; mountain men; old country doctors reckoning of percentages of income to take care of all; rePAYEment of college tuition with the outcome of equal opportunity to attend college while achieving the Separation of Higher Education and State in 11 years. Non-property tax based revenue cycle replacement with anywhere on the globe rePAYEment from college students to either taxpayers or Human Investors in a Career Futures Exchange.
Leg protection motorcycles.
Earthquake Preparedness-box Towers (EPT) on Wheels for all school homerooms including water bottles, MREs, rubble tools, warmth and personalized medical supplies; revision of disaster plans at schools to meet law, insurance, and civil defense shelter needs with Red Cross and sponsors, not taxes.
Creation of franchise images for Flying Saucer Pizza and Yellow Submarine Sandwich Galleys as examples of Communications English for local businesses.
Historical character relationships for screenplays The Star Spangled Banner and The Bear Flag Revolt.
Not bad for 7-12th graders some people think can only be janitors for some pocket change. Education should give something back to the businesses, community, and civic leaders that support it. Thank you George, would you like to help schools and students with licensing dealmakers and lawyers like universities have to reward intellectual achievement via property rights to all involved? Like to set up a CAFEX with me? Would you like to make a few movies about all the PBL and CBL teachers and students you've collected best examples of over the last few years? Ready when you are! Brock d'Avignon 831-512-6572

backwards

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In return for demonstrating mastery, students should not be taught to expect a reward in the form of a good grade. Students should be taught that the reward is the mastery attained, and the satisfaction from having attained it. The grade merely documents that mastery.

This is not a NEW concept for

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This is not a NEW concept for me as I've done this for over twenty years. I should add here that I was "lambasted" over 10 years ago by administrators in my school for not taking in "more marks". It's very important to remember that having a supportive admin team is crucial for a classroom teacher to be effective and responsive to the needs of his/her students.

Thanks for this article.

Earl

Executive Director of Center for Teaching

Check out this link Andrew

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Andrew:

Here is the link to my recent post on the same topics that interests you.

Hope it resonates with your thinking!

http://rryshke.wordpress.com/2011/12/12/grading-and-assessment-where-sho...

Bob Ryshke

Executive Director of Center for Teaching

Glad you made the shift

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Andrew:

It was good to read your journey on the assessment train. Glad to hear you made the shift from grading everything to grading only when you want to know what they have learned in the aggregate--after the teaching is "over." In your post you write, "We grade assessments, and assessments reflect learning that has occurred." With the formative assessment you are using, these types of assessments are gauging the learning as it is happening, not after it has occurred. The good thing about formative assessments is that they should give both the student AND the teacher valuable information about the learning AND the teaching. As teachers, we have to do a better job of using the formative assessments to be the GPS that guides our instruction. We also have to be willing to make the mid-course adjustments in our teaching if the formative assessments tell us that students aren't learning. Finally, we can't just reteach it the same old way or blame the students. We have to find new ways of teaching to reach students.

I appreciate your post and the thought you gave to the subject. Again, glad you made the shift and shared your experiences.

See my posts on these and related topics at www.rryshke.wordpress.com.

Thanks!

Bob Ryshke
Center for Teaching

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