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The Case Against Grades

The Case Against Grades
November 2011 The Case Against Grades By Alfie Kohn [This is a slightly expanded version of the published article.] "I remember the first time that a grading rubric was attached to a piece of my writing….Suddenly all the joy was taken away. I was writing for a grade -- I was no longer exploring for me. -- Claire, a student (in Olson, 2006) By now enough has been written about academic assessment to fill a library, but when you stop to think about it, the whole enterprise really amounts to a straightforward two-step dance. You say the devil is in the details? Why tests are not a particularly useful way to assess student learning (at least the kind that matters), and what thoughtful educators do instead, are questions that must wait for another day. The Effects of Grading In the 1980s and ‘90s, educational psychologists systematically studied the effects of grades. * Grades tend to diminish students’ interest in whatever they’re learning. Why Grading Is Inherently Problematic

20 End of the Year Reflection Questions Here are 20 questions to help you and your students reflect on the school year. You could use these informally for discussion when you have a few minutes or for a more personal reflection experience, take a few of your favorites to use for a survey or as writing/journal prompts. There is also a list of reflection questions for teachers here.What is something we did this year that you think you will remember for the rest of your life? Bloom's Digital Taxonomy This is the introduction to Bloom's Digital Taxonomy. The different taxonomical levels can be viewed individually via the navigation bar or below this introduction as embedded pages. This is an update to Bloom's Revised Taxonomy which attempts to account for the new behaviours and actions emerging as technology advances and becomes more ubiquitous. Bloom's Revised Taxonomy describes many traditional classroom practices, behaviours and actions, but does not account for the new processes and actions associated with Web 2.0 technologies, infowhelm (the exponential growth in information), increasing ubiquitous personal technologies or cloud computing.Bloom's Digital Taxonomy isn't about the tools or technologies rather it is about using these to facilitate learning. Outcomes on rubrics are measured by competence of use and most importantly the quality of the process or product.

How About Better Parents? How do we know? Every three years, the Organization for Economic Cooperation and Development, or O.E.C.D., conducts exams as part of the Program for International Student Assessment, or PISA, which tests 15-year-olds in the world’s leading industrialized nations on their reading comprehension and ability to use what they’ve learned in math and science to solve real problems — the most important skills for succeeding in college and life. America’s 15-year-olds have not been distinguishing themselves in the PISA exams compared with students in Singapore, Finland and Shanghai. To better understand why some students thrive taking the PISA tests and others do not, Andreas Schleicher, who oversees the exams for the O.E.C.D., was encouraged by the O.E.C.D. countries to look beyond the classrooms. Yes, students from more well-to-do households are more likely to have more involved parents. The kind of parental involvement matters, as well.

Session 161 – What is progress? How can we achieve it? Date: Thursday 25th July 2013 Host: @MsFindlater Session Title: What is progress? How can we achieve it? Summary Google Classroom Hacks - TeachingForward With the launch of Google Classroom last month, we’ve been seeing a significant spike in the number of teachers at our middle and high school moving towards using Google Apps with students this year compared to last. Since Classroom is built upon the foundation of Google Drive, having a thorough understanding how Drive works with different platforms is helpful when navigating questions from staff and students. I’ve compiled together some common workflow questions that have arisen this year, some of which may be resolved as Classroom continue to be refined and developed by the folks at Google. Until that time, here are some work-arounds that help to make Google Classroom a viable option for use with students now.

iPads Are The Worst Technology They'll Ever Use - iPads Are The Worst Technology They’ll Ever Use by Terry Heick iPads are the worst technology students will ever use. The Three T's of Continuous Professional Development - HuntingEnglishHuntingEnglish All the evidence indicates that teachers develop intensively in their first couple of years of teaching and that they then plateau in their development, regardless of the intricate plans for continuous professional development (CPD) that schools construct. This was my personal experience. You conquer the struggles of simply managing your class and then you simply get on. You have subject content to learn; exams to grapple with; students to chase up, reports to write, plans to hastily cobble together and much more. There are so many pressures, and so little time, that genuine self-improvement is a struggle. In these conditions CPD can’t hope to make much difference.

The Challenges and Realities of Inquiry-Based Learning Inquiry Learning Teaching Strategies Getty By Thom Markham Teachers in a rural southeast Michigan high school were recently discussing the odd behavior of the senior class.