The Perfect Assessment - The Perfect Assessment by Terry Heick Nothing is perfect, but we can dream. So let’s dream about assessment. First, what is an assessment? A measurement? If the goal of our collective craft is understanding, than the tools we use should promote understanding, both directly and indirectly. So what would the perfect assessment be like? How would it be used to improve learning? How can it promote understanding without haunting students? There’s no single answer here because there are too many moving parts. Below, I guess at some of these indicators. I was more interested in the function of assessment as a tool for learning, and what we might be missing. The Perfect Assessment… …will be in the form and mode that will help the students reach their goals, not the institution reach its goals …will provide data to revise planned instruction …will show both short and long-term progress …will adjust in real-time and scale (in complexity, knowledge demands, etc.) …will give students hope
Bedömning engelska Du blir bedömd enligt fem aspekter inom tala och skriva. Här hittar du den matris som jag använder vid bedömningen samt lite checklistor så du kan bearbeta och förbättra din text. Den är gjord för mig som pedagog så jag måste visa hur du ska göra. Jag har länkat (och kommer fortsätta länka) till exempel på vad som menas och sedan tränar vi i klassrummet i skrivuppgifter som ni skriver på egenhand och tillsammans genom att du får respons av mig och dina kamrater som du sedan använder för att förbättra dina texter. Omfång och bredd Här blir du bedömd för saker som hur du: använder synonymer och fasta uttryckförklarar och beskriver med adjektiv, verbutvecklar ditt resonemang med exempel och jämförelser. Precision Textbindning Flöde sätter punkt och använder stor bokstavomformulerar så texten flyter (prova att läsa din text högt)stavaranvänder grammatik Anpassar text efter läsare Strategier Bearbetning bearbetar din text efter förslag på respons så den blir förtydligad till form och innehåll
Reflecting on and refining assessment tasks It’s important educators understand where students are in their learning, and there are lots of ways to monitor this progress that can inform meaningful feedback and next steps. One example is an end of semester or end of unit assignment or portfolio task developed by the subject or classroom teacher. If you’ve designed one of these tasks, think about the process you undertook. Did the task hit the mark, in terms of quality and differentiation? At Canberra College, in the Australian Capital Territory (ACT), staff use an evidence-informed framework to reflect on and improve the quality of their set assessment tasks. Deputy Principal Peter Clayden says it was introduced following a simple request to executive staff from a 'grassroots level' of teachers: ‘Help us make our tasks better’. ‘When you unpack the Australian Professional Standards for Teachers, it basically tells you to do better,’ Clayden tells Teacher. He adds the model is improving the clarity of tasks for students.
Ditching Traditional Grades & My Online Grade Book Last year, I began experimenting with standards-based grading and wrote a blog titled “Grading for Mastery and Redesigning My Gradebook.” My goal was to shift the conversation away from the accumulation of points and, instead, focus on the development of skills. Although I appreciated the immediate change that took place when I began grading based on my students’ ability to master specific skills, I knew I wanted to go even further this year as I began N.E.W. School. This summer I read Starr Stackstein’s book Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School. In her book, Stackstein chronicles her journey ditching grades in a traditional school setting and offers some excellent strategies a teacher can use to go gradeless. I found the sections titled “Track Progress Transparently,” “Teach Students to Self-Grade,” and “Cloud-based Archives” particularly helpful in planning for this year. Another column is dedicated to teacher feedback.
The Mistakes That Quality Assessments Avoid The Mistakes That Quality Assessments Avoid by Daniel R. Venables, Founding Director of the Center for Authentic PLCs It’s that time of the school year when teachers are facing writing their first or second wave of unit tests and assessments. 1. Sure, they are easy to correct and reduce the time it takes teachers to correct several classes of tests, but they generally reveal very little about a student’s knowledge or understanding if she gets a question wrong. To know how a student was thinking or where her confusion might lie, we need questions that give her a chance to say more than “B”. 2. By these I mean questions that tell the student how to answer the question in the question itself. 3. It’s so easy for us as educators to put a question on an assessment we’re writing that seemed like a good one but, upon further examination, has no real purpose. 4. Remember all the correcting you had to do in #1? 5. 6. 7. This may be a time-honored tradition, but it really makes no sense.
Och så var det det här med kamratbedömningen Någon gång måste vara den första och idag blev det så. Eleverna skulle efter en bedömingsmatris, som jag har knåpat ihop men lite inspiration från nätet, bedöma varandra när de presenterade grundläggande stavningsregler, skiljetecken och språkriktighet. Så här i efterhand var det mer fokus på själva görandet i den muntliga presentationen och mindre på innehållet men jag tycker eleverna fixade det lysande. De arbetar i hem- och expertgrupper efter Pauline Gibons bok Stärk språket stärk lärandet. Idag samlades de i hemgruppen för att bedöma varandra. och det är alltid lika spännande att läsa vad eleverna tycker om den undervisning de är en del av: Jag tyckte det var jättekul istället för att man ska läsa inför hela klassen Det var bra att använda kamratbedömning för det fungerade bra.Jag tyckte det var bra och kul för då var man inte lika nervös när det inte var så många.Det var bra att arbeta med hemgruppen för att alla var snälla.
10 Principles of Proficiency-Based Learning 10 Principles Of Proficiency-Based Learning by Chris Sturgis 10 Principles Of Proficiency-Based Learning” by Chris Sturgis was originally published on CompetencyWorks. Great Schools Partnership continues to produce great resources to support states and districts converting to competency education. We know that we are on a journey, and its a creative one, so don’t be surprised if you find that you want to take these ideas further or that you come up with other ways to address the policy and practice elements. Here are GSP’s 10 principles of proficiency-based learning. In practice, proficiency-based learning can take a wide variety of forms from state to state or school to school—there is no universal approach. 10 Principles of Proficiency-Based Learning
Kamratrespons Att få respons från andra är en ovärderlig hjälp när eleverna arbetar med såväl en text, en produktion eller praktisk arbetsuppgift. Att ge respons på andras texter och produktioner gör också eleverna till en mer medvetna granskare, eftersom de läser in sina egna erfarenheter och intentioner i det arbete de ska respons på. Respons kan öppna deras ögon för det de inte ser, både starka och svaga sidor. Vid förberedd respons, som oftast är av högre kvalitet än vid muntlig, föreslås följande tillvägagångssätt av Dysthe m.fl. (2011): Koncentrera dig först på att fånga textens/produktionens fokus eller syfte.Markerar det som du tycker är bra. Diskussionsfrågor:Under vilka läraktiviteter i ditt yrkesämne kan du använda kamratrespons? På vilka sätt anser du att elever kan lära av varandra? Litteratur:Dysthe, Hertzberg & Løkensgard Hoel (2011). Hattie, John & Timperley, Helen (2007).
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. Colleges review transcripts to examine what type of courses students took and their corresponding grades. Teachers must follow policy that demands them to enter a certain amount of grades every week, month, or marking period. There's no stopping it. However, we need to reflect upon policies and practices like this -- and possibly consider regulating them. The Dreaded Zero I used to give out zeros in the hopes that it would force students to do work and learn. Points Off for Late Work I'm guilty of this one as well. Grading "Practice" Many of our assignments are "practice," assigned for students to build fluency and practice a content or skill. Grading Instead of Teaching As mentioned earlier, many teachers are required to enter grades on a frequent basis. Hope
Bedömning av lärande – för lärande – mot lärande! Så var då dagen här. Den dagen då årets formativa undervisning och formativa bedömning skulle summeras i ett betyg. En bokstav som ska motsvara elevens kunskapsnivå. Tre saker kan jag konstatera efter att upploppet är avklarat: 1. Den berömda ”slutspurten” uteblev. 2. 3. Varje lektion har använts till att eleven har arbetat med förmågorna. Att sätta ett ”rättvist” betyg baserat på elevens måluppfyllelse utifrån kunskapskraven i respektive ämne har aldrig känts så enkelt som idag. Nu sätter vi nya mål.Vi blickar framåt mot ett nytt läsår. Dagens betygsättning är inte bara en avslutning av läsåret 2013-2014 utan även en bra start och riktmärke för läsåret 2014/2015. En bra grund till reflektion och utvärdering. Välkommen i mål!
What Great Teachers Know About Their Students Creating Student-Centered Learning Profiles: What Great Teachers Know About Their Students by TeachThought Staff For Professional Development or consulting around this or other ideas you read about on TeachThought, contact us. This is part 2 of our #iteachthought series (because we refuse to say “back to school”–well, except for just then). What Great Teachers Know About Their Students If you’re creating a learning profile, what kind of information should be included? And there’s nothing wrong with this–it’s quick., useful, and basic. But it’s also limited. 1. 2. 3. 4. 5. 6. Though I disagree with what might be the fundamental premise that this post rests on–that teachers alone are responsible for the miracle of learning, and can even begin to know everything about every student–the idea here has to do with rethinking how we see students and how they relate to curriculum, and then designing both curriculum and learning models that fit these personalized learning needs. 1. 2. 3. 4. 5. 6. 7.