Lately, as I've engaged in conversations in person, webinars, works, and social media, I’ve noticed hesitancy about last level on proficiency scales. You know the one. It's called Extending, Exceeding, Advanced, Exemplary, Expert, or Mastery on a four- or five-point scale. The level that comes just before this last level is called Meeting, Applying, Proficient … Continue reading Extending Our View of Extending
We all need supports. I can’t live without the "Reminders" application on my phone which I use to remind me that I need to grab milk after school or that there’s a great Twitter chat coming up. I use the "Calendar" application as well, so I don’t forget to pick up my kid from soccer … Continue reading Because we all need supports
Striving to Assess the "Write" Way Last quarter, while I was sitting alone in my room, a former student of mine came to chat with me. She had been in my English 11 New Media class last year and was currently wrestling with English 12, eagerly anticipating graduation which was just a few short weeks … Continue reading Striving to Assess the Write Way
Seems like on most days when I hit social media, I’m bombarded by the same chatter—grades are “meaningless,” “don’t measure learning,” and “are corruptive.” And the comments don’t stop there. There’s negative chatter about all forms of grading practices, including standards-based grading. While I agree that outdated and ineffective grading practices like using a 101 … Continue reading The Case for Standards-Based Grading
I have a thing about tests. I understand that tests are one form of summative assessment for skills or content, I just don’t think it should be the only way. I also think teachers shouldn’t use them under the pretext that teaching "test-taking" is some kind of real world life skill that must be bolstered. … Continue reading Testing, testing, 1, 2, 3…
***Updated with a video link at the bottom*** Since I began working with my Secondary Assessment Learning Team (SALT) at my school, I've attempted to tackle numerous projects, but none has been more significant and problematic than my grade book. Since going officially gradeless (feedback only with students, no levels, no points, no scores, no … Continue reading What story does your grade book tell?
For the first month of quarter one, I saw approximately 50% of my English 8 students. No joke. I’d take attendance and hit an equal number of Absent as I did Present into Myed. After putting my heart and soul into planning a quarter and being stoked to be back in the classroom face to … Continue reading Popcorn attendance, learning opportunities, and mulligans: musings about teaching in a quarter system