Day 106 (of 189) my prethink before @kenoc7 day in @sd47_board

Day 106 (of 189) my prethink before @kenoc7 day in @sd47_board

 

Ken O’Connor is in our district! A big ask on my part and I can’t express enough gratitude for him coming back to the Great White North in the winter time – fortunately we are #westcoastbias and the weather has been sunny and the sunsets glorious! Ken has been a huge inspiration for me – his How to Grade for Learning book dovetailed off of the “black box” article around Assessment FOR Learning and transformed much of my craft – shifted towards descriptive feedback and indirectly led me into eportfolios instead of report cards. I was shocked and honoured when he asked me for a writing piece for the latest edition of How to Grade (an amazing resource book with fabulous case studies being shared)

 

 

But for thinking and discussing, nothing beats 15 Fixes for Broken Grades – probably the book I have “given away” more than any other. It no longer surprises me when I reach for it only to realize that I gave it away and forgot to reorder the book….

 

 

And today I am happy to be the uber driver for Mr O’Connor and tell him a bit about my own transition to Powell River and the successes we have had and why it is a great time to talk assessment – and how to use it FOR learning! Looking forward to friday…

 

 

How to Grade for Learning by Using 15 Fixes for Broken Grades by Ken O’Connor

(this summary does not replace the value in reading the book – totally worth it)

Fix 1: Don’t include student behaviours (effort, participation, adherence to class rules, etc) in grades; include only achievement

Fix 2: don’t reduce marks on “work” submitted late; provide support for the learner

Fix 3: don’t give points for extra credit or use bonus points; seek only evidence that more work has resulted in a higher level of achievement

Fix 4: Don’t punish academic dishonesty with reduced grades; apply other consequences and reassess to determine actual levels of achievement

Fix 5: Don’t consider attendance in grade determination; report absences seperately

Fix 6: Don’t include group scores in grades; use only individual achievement evidence

Fix 7: Don’t organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goals

Fix 8: Don’t assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations

Fix 9: Don’t assign grades based on student’s achievement compared to other students; compare each students performance to preset standards

Fix 10: Don’t rely on evidence gathered from assessments that fail to meet standards of quality; rely on quality assessments

Fix 11: Don’t rely only on the mean; consider other measures of central tendency and use professional judgement

Fix 12: Don’t include zeros in grade determination when evidence is missing or as punishment; use alternative such as reassessing to determine real achievement or use “I” for Incomplete or Insufficient Evidence

Fix 13: Don’t use information from formative assessments and practice to determine grades; use only summative evidence

Fix 14: Don’t summarize evidence accumulated over time when learning is developmental and will grow with time and repeated opportunities; in those instances emphasize more recent achievement

Fix 15: Don’t leave students out of the grading process. Involve students – they can – and should – play key roles in assessment and grading that promote achievement

 

15 Fixes

Screen Shot 2020-02-14 at 8.54.26 AM

 

About technolandy

Principaling on the Pacific in Powell River BC Pushing 'technologization' in education: blending technology and curriculum seamlessly. Advocate for better understanding of Anxiety in Education (and use of self-regulation) Utilizing ePortfolios & Descriptive Feedback to personalize learning!
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