Modern Assessment Practices:
Philosophy and Implementation
Inquiry is intentionally messy. While it is generally acknowledged that inquiry is an effective strategy for classroom instruction, it naturally follows that any attempt to organize the results of inquiry-based instruction will be difficult. The instructor must spend time deciding how they want to assess students, and how they want these assessments to guide further instruction.
Assignment:
During your practicum experiences this week, pay close attention to how the assessment practices drive the behavior and attitudes of the students. Do you see grade-driven students? Do you see students who equate grades to learning? Do you see students who know they've already dug a grave too deep to pass?
Read one of the three articles below. How would a different assessment strategy change the environment in your practicum classroom?
Traditional Grading:
[All scores are out of 10, for simplicity] Does Ackbar need to worry about the fact that he has lost understanding? Does Boba Fett really deserve an 'F'? Has Han really demonstrated a proficient or average amount of understanding? Finally, and most terrifyingly, how long will it take Vader to climb out of his grave of zeroes? How will this damnation affect his classroom behavior?!
Students are graded on everything they do. This includes: completion of assignments, correctness of practice, study guides, flash cards, quizzes, tests, projects, writing, ad infinitum . . .
When students lose points their only recourse is to hope to do better on the next graded item. They play averaging games with their grades and demand extra credit when they realize that they cannot win this game, often with too little time left for any real understanding to develop.
Learning is left to be an accidental byproduct.
Standards-Based Grading:
[All scores are out of 10, for simplicity] It is now clear who needs to work on what. As the semester trudges on, we will revisit Nerf herding and force pushing because the students' scores have indicated that's where we need work. Individual students can now more easily see where their proficiencies are so that they can self-direct studying.
Students are graded through genuine assessments controlled by the instructor. Practice, homework, and classwork are left ungraded and are meant to build understanding without the fear of penalties for non-instantaneous comprehension.
Students are reassessed periodically to see if their learning has improved or diminished; grades are adjusted acordingly. Scores are recorded indexed by ideas rather than assignment names.
Students may only improve their grade by learning, never by gimmickry.
Articles:
Blogs:
