Sharing assessment & grading strategies that help students learn
I just finished watching a TED TALK by Sal Khan, founder of the Khan Academy. Sal was talking about mastery learning and the importance of building strong learning foundations…Continue
Which do you care about more - Learning or Grading?
Educators always answer that question with Learning. And if you've spent much time on The Assessment Network, you know that our focus is to help educators use assessment FOR the purpose of learning - rather than to help ecucators figure out new grading systems.
So while our goal is to explore best practices related to assessment so we can increase learning, the reality is that in order to do so we must spend some amount of…Continue
As educators we definitely care more about Learning than we care about Grading. So it tends to frustrate us when our students seem to only care about getting a Grade.
Do you ever wish you could redirect your students' focus to learning? While it's not easy to do so, it's also not impossible. Since most students will not unilaterally change their focus, we have to make sure that:
Added by Scott Habeeb on February 13, 2018 at 4:47pm — No Comments
At our 1/10/18 faculty meeting, teachers were asked to bring a recent and typical lesson plan with them. Meeting in groups of 3 or 4, teachers shared the details of the lesson plans with each other.
Then a few thoughts were shared with the entire group about the relationship between Assessment and Pedagogy. Sometimes we think of assessment as what happens after the pedagogy occurs. The faculty was encouraged to think of assessment as part of the pedagogy…Continue
If you've spent much time on this Network you are well aware that we promote the use of formative assessment - or Assessment FOR Learning. Formative assessments are often compared/contrasted with summative assessments. Typically, educators use the term "formative assessment" to refer to smaller checks for understanding and use the term "summative assessment" to refer to more larger assessments…Continue
Added by Scott Habeeb on October 9, 2017 at 3:49pm — No Comments
Followers of this site know by now that Assessment FOR Learning is way more important than Assessment OF Learning. In order to make sure our assessment and our feedback increase student learning, we need to communicate and assess in a standards based manner.
Many schools and school systems have begun their Assessment Journeys by focusing on Standards Based Grading Policies.…Continue
Added by Scott Habeeb on April 6, 2017 at 3:39pm — No Comments
Three students in your class took a test that assessed 2 of your class's content standards. Their scores are shown in the chart above. Assume that a score of 20 for a specific standard is a score that…Continue
This Assessment Network is dedicated to the concepts of AFL: Assessment FOR Learning. In other words, the PURPOSE of assessment is for learning to occur. It's impossible to maximize your AFL efforts if you don't assess based on content standards. That's where SBL: Standards Based Learning comes into play.
There's philosophy, and then there's Philosophy in Action. When it comes to Assessment Philosophy in Action, it doesn't get any better than LOOPING. This blog post will…Continue
Added by Scott Habeeb on December 21, 2016 at 12:54pm — No Comments
A recent post on The Assessment Network titled Redos and Retakes? Sure. But don't forget to Loop! received a lot of attention via social media and led to quite a few productive discussions. Without repeating all that was already shared in that post, the basic premise was…Continue
Added by Scott Habeeb on December 16, 2016 at 4:30pm — No Comments
This network has tons of practical examples of Assessment FOR Learning, great insights into Standards Based Learning concepts, and even a bunch of Sports Analogies to help educators apply sound assessment…Continue
As the Standards Based movement has grown, allowing students to Redo assignments and Retake tests has become a rather common practice. Blogs, articles, books, and workshops have focused on the importance of Redos and Retakes (R/R) and how to practically implement R/R at the classroom and school level. Divisions, schools, and teachers have created policies that detail, rather specifically, the conditions through which students might R/R assignments.
The progression from Standards…Continue
Why do you assess your students? A teacher's answer to this question reveals much about what that teacher values.
For example, if a teacher's answers to the question center around determining a student's grade for a report card or transcript or around figuring out how much a student learned at the end of instruction, then it's obvious the teacher places a great emphasis on grading.
On the other hand, if a teacher's answers center around providing the teacher and the student…Continue
Added by Scott Habeeb on February 27, 2016 at 11:33am — No Comments
Recently, several letter writers to the Forest City Summit, an Iowa newspaper, have disparaged standards-based grading. Specifically, they disparaged Rick Wormeli's work in that field. As a result, Mr. Wormeli wrote a response to those letter-writers, and the newspaper agreed to run it.
While I am personally unfamiliar with the events in Forest City Schools, IA that led to these letters being written, public arguments like this over grading issues always cause…Continue
Added by Scott Habeeb on January 18, 2016 at 2:23pm — No Comments
One of the great hurdles to moving toward a Standards Based approach to learning, teaching, grading, and communicating is the fact that our students have been conditioned to operate in a points based system. They have been raised in a system that focuses more on earning points for grades than on standards based feedback focused on learning.
Educators and schools making the shift to SBL philosophies often develop strategies and plans for communicating SBL principles and…Continue
Added by Scott Habeeb on December 8, 2015 at 2:30pm — No Comments
As has been stated on this site before, traditional grading practices have led to a culture of "Quest for Numerator Points" in our schools and with our students. Students have been trained and conditioned to care more about grading than learning.
We educators wish this wasn't the case, yet to complain about it makes as much…Continue
Added by Scott Habeeb on October 11, 2015 at 9:39pm — No Comments
Recently, our friends at JumpRope asked Pawel Nazarewicz and me to share about our personal experiences with Standards Based Learning here at Salem High School. We put some thoughts together which they turned into the blog post linked to this page.
We hope members of this…Continue
Thank you to Catherine, the EDUTECHCHICK, for the following blog and Daisy Dyer Duerr for sharing it on Twitter. Here are 10 great tools to add to your AFL toolkit.
Added by Scott Habeeb on August 7, 2015 at 10:27am — No Comments
David Wees, the Formative Assessment Specialist for New Visions Public Schools, has created a Google Slides presentation with 56 practical examples of formative assessments to use in the classroom. For anyone looking for ways to expand their AFL toolbox, this is a no-brainer.
The presentation can be found at this site: …Continue
Added by Scott Habeeb on August 4, 2015 at 10:28am — No Comments
The article below appeared in the York Daily Record from York, PA on July 10, 2015. It was written by Angie Mason who can be reached via email at firstname.lastname@example.org or on Twitter at @angiemason1. I don't know if I've ever read…Continue
Added by Scott Habeeb on July 16, 2015 at 9:30am — No Comments
Instructional practices based on the philosophy of Assessment FOR Learning (AFL) just make sense. End of story. To not practice AFL is to ignore how people learn. There really isn't room for debate as to whether or not one should practice AFL. Such a debate would be more appropriately titled "Should Teachers Care About Whether Or Not Students Learn: Yes or No."
I was reminded recently of AFL's centrality to learning when I met with Erik Largen for his summative evaluation.…Continue
Added by Scott Habeeb on June 15, 2015 at 9:46am — No Comments