Reporting Student Learning
The reading, “Reporting Student Learning,” written by Ken O’Connor and Rick Wormeli is about their belief that there is four primary characteristics of effective grading. Grades should be accurate, consistent, meaningful and supportive of learning. The authors go into great detail about these four characteristics (Wormeli, 2011).
The authors state that when students do group work the problem is that we’re not sure where one student’s influence ends and another’s begin. It is rare when collaborative projects provide opportunity to determine individual learning regarding specific learner outcome. We must assess students outside the group project to see what each one takes away from the experience. The authors state
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Formative assessments should use symbols or narrative commentaries that are not included in determining the grades. If we grade the formative steps that students take as they wrestle with new learning, every formative assessment becomes the final judgment, with no chance for revision and improvement. Feedback is diminished, and learning wanes. Formative and summative reports must be distinct from one another. The authors research shows that we should set up grade books in two sections, formative and summative. They also state that most formative assessments provide descriptive feedback to students, followed by opportunities to revise in light of that feedback and be assessed and accredited anew. Summative are for evaluative declarations and sorting students. They do not offer much in the way of feedback and opportunities for revision and reassessment. The use of formal letter grades and judgment symbols are appropriate for such assessments. The authors also state that if we’re living up to the promise of teaching every student we could turn all summative assessments into formative ones (Wormeli, 2011). I would agree with the author when he says that we could turn all summative assessments into formative assessments. Students should be able to receive feedback and a chance to revise their work. That is when the real learning takes place. Formative assessments should be kept separate from the summative assessments but to what degree. If students aren’t able to revise their work and learn from their mistakes, does that mean that the summative assessment isn’t a valuable learning tool as the formative
In other words, two teachers may give the same assignment two completely different grades based on their own grading style. This puts an incredible amount of stress on a student because they need to complete assignments that will satisfy their current teacher, whose expectations and grading style could be very similar or very different from the student’s previous teacher. Alfie Kohn believes that the influence grades have on a student’s life doesn’t help this situation, and may even make it worse by providing students with a false sense of security about their knowledge. In her article “From Degrading to De-grading”, she states that scores on tests can be largely based on how the test was written and what skills were tested (Kohn 240). Therefore, it is up to teachers to identify what topics students must master in order to be proficient and score well on standardized tests. But when the class is not structured with a consideration for the material used on such tests, students enter the test blind to the skills that they will be expected to know and use. Anyone can memorize a list of facts off a study guide and score well on a multiple choice test the next day, but skills such as analyzing literature and interpreting a handful of graphs containing data from a scientific experiment are skills that require time and hours of instruction to master.
In “What is a Grade” by Pat Belanoff, she explains the pros and cons of the grading system. In Pats ' essay she states “Perhaps the solution would to abandon grading altogether in writing class. I confess that this a solution that appeals to me greatly.” (151). Grades should not be present in the way we test students’ learning ability.
As a mother of three students and me being a student, it is evident that our current grading system is no longer efficient. The grading system that once might have worked is no longer an effective means of measure in the 21st Century. For us to overlook the thoughts of a new improved way of grading or evaluating students, only restrains our ability to put into place something more current and something more efficient. Something that could perhaps empower our students to perform at greater levels, or something that could perhaps embolden our students to want to learn. Relying on the traditional way of grading, can actually be more harmful than helpful when it comes to empowering our students and calculating or measuring their growth.
Throughout the education system, the standards of grading continues to be a highly controversial issue; however, grading is an integral component of nearly all educational institutions, including the University of Oklahoma. We continue to question whether grade inflation is a big deal or not and strive try to come to conclusions. Grading will undoubtedly continue to utilize grades as a measurement to gauge a student’s skills and abilities. Students are also given grades as a means to assess their abilities and to provide an opportunity for self-improvement in the areas that have been graded unsatisfactory. Grades attract the most attention but provide the least information, and grading for the purpose of judgment has evolved to be the standard today.
The argument on the debate on whether or not the academic grading system is fair or not, isn’t something that is discussed too often. We have come to accept that the current grading system is the norm and that it is something that is unchangeable. To question the fairness of grading in this debate, isn’t on how it was adopted, but rather on how much of a student’s progress is up for interpretation. With varying opinions from Professors, it makes it difficult to set a standard of work across the board. The need for a grading system is understandable, even necessary to be able to mark the performance of students, especially in higher education. A student’s knowledge is pivotal in obtaining employment and becoming
Formative assessment to inform instruction and guide student learning is being underutilized. Many students are not given feedback that is effective in helping them see where they are in regard to reaching the learning goals or that provides plan for moving them forward to achieve that goal. Students are not always given the opportunity to take an active role in the learning process by regularly assessing themselves and their peers as they work to achieve their learning goals. The purpose of this study is to determine how the use of formative assessment with immediate feedback using student response systems will impact student learning. This study will also investigate the effect that student involvement in self-evaluation has on learning.
Education in the United States has changed over the last 60 years. It started with President Eisenhower making sure Brown v. Board of Education was enforced. Next, the National Defense Education Act in 1858 was passed to improve math and science. In 1965 Elementary and Secondary Education Act was passed to help the poor succeed in school. Finally, in 2002, President Bush signed into law the No Child left Behind Act (NCLB) (Robbins & Alvy, 2009, pg. 7). The NCLB change the way schools look at student achievement. One of the biggest changes was all teachers and schools are held accountable for student learning (Robbins & Alvy, 2009, pg. 7). Schools are now graded and labeled. Teachers and schools must close the achievement gap among the different groups of students (Robbins & Alvy, 2009, pg. 7). High-stakes tests measure schools, district, and student’s success (Robbins & Alvy, 2009, pg. 7). NCLB has made schools look at better ways to teach students. Schools have turned to using research based teaching practices. Schools are now using data to guide instruction. How does a school effectively assess students to increases student achievement? How does a school use this data to guide curriculum development? This paper will look at the importance of assessment in P-12 schools to improve student achievement. In this paper a critical analysis of backward design and its effect on student achievement. A critical analysis of fact-based practices that teacher can use now to improve student achievement will be discussed. Finally, a discussion of the challenges a teachers will face when creating a culture of learning.
e done well then advise learner on how they can improve, because good news about learners' work highly motivates them (Reed, 2006). Constructive feedback and engaging learners through assessment (Sherman, 1996) Works Cited Black, Paul. (2003). The Nature and Value of Formative Assessment for Learning. Improving Schools.
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
This is by far the most critical inputs for student success, both individual and group. It must be predetermined whether or not you will be assessing the groups individually or as whole. This is important as you choose the next steps of the process. You must then determine what the group size should be and what the diversity of the students should be. Taking into consideration the size of the project, will it be better suited for a large group?
Scarnati, J. T. (2001). Cooperative learning: make groupwork work. New Directions for Teaching and Learning, 67(Fall), 71-82.
There is so much research out there on formative assessment. Unfortunately, there is not a great deal of empirical evidence that can directly such as the use of many suggest forms of formative assessment to gains on summative assessments (Dunn & Mulvenon, 2009).
Recently, the buzzword for school wide educational reform is student-centered learning. My last year teaching, the administration threw around this term, yet no in-services were in place on this subject in order to accomplish the goal. Even Atlanta Public School's strategic technology plan uses the common student-centered learning phrase, " Teachers will move from mentor in the center to guide on the side." However, very few teachers actually use this approach in their classrooms. One example of an excellent student-centered learning activity was "Biomes in a Box." A colleague of mine used this project, her students work in teams to research and create a biome of a particular climate of their choosing. I observed students using various forms of media including the Internet and CD-ROM resources to research their particular biome. They constructed the climate conditions of that biome using various raw materials at their disposal. In the end, they presented their biome to the class with an oral discussion of the climatic elements involved with that biome. The students were so proud and so actively involved in their learning. It was a great success. I am sure that "Biomes in a Box" will be one lesson those students learned in that school.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
Assessment is a tool used in the classroom every day. It is used to measure a student’s mastery of a skill or knowledge of a given subject. It is also what demonstrates to the teacher what the students have learned. Educators use that information to determine if they need to re-teach to a specific student, group, or the entire class. They can also use that information to determine the rate of their teaching. Assessments are important because, as teachers, we need to know what difficulties our students have and what needs to be refined for them. While I do believe in assessment and feel that it is one of the key components of teaching, I am more concerned with a child’s process of learning rather than the overall product that comes from it. This is where grades come in for me. Grades determine the students’ level of mastery on a subject, nothing more. Grades should not be the exclusive indicators that a student has learned the information that is presented to them. It is the things a student learns along the way that truly matter and sometimes cannot be measured.