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How I Eliminated (Almost) All Grading Problems In My Classroom - How I Eliminated (Almost) All Grading Problems In My Classroom by Terry Heick Grading is one of the most urgent bugaboos of good teaching.

How I Eliminated (Almost) All Grading Problems In My Classroom -

It can take an extraordinary amount of time. It can also demoralize students, get them in trouble at home, or keep them from getting into a certain college. It can demoralize teachers, too. So over the years as a teacher, I cobbled together a kind of system that was, most crucially, student-centered. Tech-Based Formative Assessment. How do you check for understanding in your classroom?

Tech-Based Formative Assessment

When we use formative assessment strategies, we’re on a fact-finding mission. As educators, we work to figure out who understands the teaching point of a lesson, who has mastered a new concept, who needs extra help. Formative assessment happens naturally as we walk around the room and listen in on student conversations or examine their classwork after the bell rings. But how can you use technological tools to check for understanding in meaningful, sustainable, and scalable ways?

As a one-to-one classroom teacher, I was able to leverage the power of a device in the hands of every student. Embed Questions Into Your Instruction One of my favorite classrooms tools is Nearpod, an interactive presentation builder that lets you embed questions into your lesson. Online publication for school educators. [Image ©Shutterstock/Ollyy] How well do we help students recognise and reflect on the long-term progress they make at school?

Online publication for school educators

Consider how students commonly experience learning progress in music – for example, through their engagement with the Suzuki method or the curriculum of the Australian Music Examinations Board (AMEB). Can A Test Measure This? - Can A Test Measure This?

Can A Test Measure This? -

Personality Qualities Not Measured By Tests by Terry Heick. 34 Strategies For The Stages Of Assessment: Before, During & After - 34 Strategies For The Stages Of Assessment: Before, During & After by TeachThought Staff For professional development on assessment, contact us today.

34 Strategies For The Stages Of Assessment: Before, During & After -

The follow graphic from the infographic-famous Mia MacMeekin offers 34 strategies for each stage of the assessment process–before, during, and after. Rather than simply repeat them from the graphic, we’ve give a quick primer on the differences between each stage in terms of its purpose/function in the learning process. The Research Files Episode 23: Bias in grading. Listen to and download all the Teacher podcasts for free on iTunes and SoundCloud Thank you for downloading this episode of The Research Files podcast series, brought to you by Teacher magazine – I’m Rebecca Vukovic.

The Research Files Episode 23: Bias in grading

Informing practice with strong evidence. Imagine you’re the head of a high school Maths department.

Informing practice with strong evidence

Every year, you face a challenge: a group of students will enter from primary school struggling with basic maths skills. You know that these students won’t just struggle in Maths but will find it difficult to access the curriculum in other subject areas, too. If you can help them close the achievement gap with their peers, they’ll be much more likely to have success throughout high school and life. Of course, there are a number of programs or approaches you could choose to meet this challenge. You might know about them from colleagues in your professional network, from the system or association you’re part of, or from your online community. Feedback on feedback. This is an edited version of an article that was originally published in the May 2008 print edition of Teacher.

Feedback on feedback

What is feedback? In the context of teaching and learning, feedback can be defined as any form of response by a teacher to a student’s performance, attitude or behaviour, at least where attitude or behaviour impinges upon performance. It’s important to realise that feedback is not only an outcome of student performance but an essential part of the learning process. It’s also important not to confuse feedback on performance with ‘positive reinforcement,’ self-esteem ‘boosting’ – as Catherine Scott and I described it in a 2005 article in the Australian Educational Leader – or praise or punishment. Feedback can be written or spoken and may even be gestural, indicating approval, encouragement or criticism. From concept to classroom – STEM research. Throughout August, Teacher is exploring the theme of STEM (Science, Technology, Engineering and Mathematics) learning.

From concept to classroom – STEM research

Today’s article shares a review of evidence-based practice for primary STEM teaching. While the need for STEM-related expertise in the workforce is growing, the number of students choosing STEM subjects at secondary and tertiary level in Australia is stagnating. Although decisions about future pathways are made later on in a student’s school career, teachers in the primary years have an important role to play. A new review offers practical ideas for primary STEM teaching. Monitoring student growth. [Image ©Shutterstock/ michaeljung] In most areas of learning, growth occurs over extended periods of time.

Monitoring student growth

The ability to read with understanding, for example, develops over many years of school. Mathematical understandings and skills also develop over many years. In fact, in most school subjects, greater knowledge, deeper understandings and more sophisticated skills develop throughout the school years. This is also true of general skills and attributes such as problem solving and interpersonal and communication skills, which may develop not only across the school years but throughout life.

Is there another way to think about schooling? ©Shutterstock/amasterphotographer There is a well-established way of thinking about schooling. It goes something like this. What students are expected to learn at school is spelled out in the school curriculum. For each year of school the curriculum makes explicit what teachers are to teach and students are to learn. Assessment in context-based teaching and learning. The issue of assessment is critical in a context-based teaching approach.

Consistent and effective methods of assessing the knowledge of learners is crucial to student engagement and improved learning outcomes. Good assessment practices allow teachers to better understand individual strengths and weaknesses, how to set goals and targets for learners, where to direct attention, resources and expertise, and how to adapt teaching practice to achieve greater student success. Planning the assessment(s) At the planning stage it is vital to make decisions about when and how students will be assessed and evidence of performance collected.

In an applied, investigative, context-based approach, much of the learning and achievement of outcomes occurs during the process of undertaking the task set for the learner. Want to help students improve their work? Mark them on their progress. When academics get stuck into their piles of marking this Christmas, most will be assessing work competitively – assigning marks to indicate how well a student has performed relative to their classmates. Competitive marking is the cornerstone of meritocracy and is widely supported by parents, teachers and students. But while this form of assessment may help the most successful students to progress, many do not achieve their potential. The psychologist Carol Dweck has shown how many students interpret a poor performance as meaning a lack of ability and they may easily give up. Even when poor marks are accompanied by feedback, if a student is way off target, comments about their inadequacies won’t necessarily inspire them to progress.

If Grades don't Advance Learning, Why Do We Give Them? Posted by Bill Ferriter on Friday, 09/18/2015 Warning: I'm more than a little grouchy today. It's probably because I spent close to four hours hunched over a stack of student work in the back of a dirty McDonalds grading papers yesterday. Does A to E grading show individual growth and progress? Professor Geoff Masters, CEO of the Australian Council for Educational Research, says A to E grading doesn't tell the whole story when it comes to student achievement. Teacher editor Jo Earp sat down with him to discuss possible alternatives, and what they would mean in practice for educators, students and parents. Removing grades from student reports. Raising the bar. For students and teachers to understand the next learning steps, they also need understand what the long-term learning progression looks like. Edutopia. There are so many forces at work that make educators grade, and grade frequently.

For sports eligibility, coaches constantly look at grades to see if a student is at an academic level that will allow him or her to play. Reflecting on and refining assessment tasks. Teachthought. View Original Photo This is my 200th Blog Post on ASCD EDge. The Perfect Assessment - The Perfect Assessment. The Mistakes That Quality Assessments Avoid. The Mistakes That Quality Assessments Avoid by Daniel R. 10 Principles of Proficiency-Based Learning. 10 Principles of Proficiency-Based Learning. What Great Teachers Know About Their Students. School Improvement Episode 6: Targeted teaching with Peter Goss. Hello, and welcome to Teacher’s latest episode of our School Improvement series. I’m Danielle Meloney. The Assessment Range: Using Data In The Classroom. Quantified Learners: Moving Beyond Assessment. The Inconvenient Truth About Assessment.

[rd] Measuring learning growth in a world of universal education. The New SPA Platform.

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How To Use Formative Assessment With (And Without) Technology. How Competency-Based Learning Actually Works. ClassBadges. ClassBadges Now Offering Free Custom Gamification Badges. Turnitin : Leading Plagiarism Checker, Online Grading and Peer Review. RubiStar Home. What is Authentic Assessment? All In Learning » Tutorials.