CHAPTER 8: Practices that are mathematically accurate (Cont.)
1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
2. How easy should it be for a student to be able to calculate hwe own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
3.Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
Post your answer to the questions above in the comment section here by clicking "Enter you comment" > choose "name/URL" in the drop down menu and add your name before typing your comment and clicking publish.
Comment on two peers' posts by clicking "reply" > choose "name/URL" in the drop down menu underneath their posts and add your name. Participants are required to comment on one " I notice...." and one " I wonder..." on two peers' reflections in each chapter.
1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
ReplyDeleteI do not believe we need to include a separate bump for growth as the improved score itself recognizes and rewards growth. I learned that when we average student scores over time, even when we use the mode and median principles, we are inequitable in grading because of a student’s prior experience. For example, I have students with no prior musical experience so they start off the school year with low proficiency levels. However, through the instruction provided and their diligence, students are able to achieve high levels of performance just like some of their peers who may have had more prior musical experience. A change in my practice will be emphasizing the most recent scores of all learners rather than average all of the scores within a grading period. I will implement a grading policy where I can use my professional judgement as a teacher to provide more weight to the most recent summative assessment scores.
2. How easy should it be for a student to be able to calculate her own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
I learned that when mathematicians and scientists have specific data points that are considered “outliers” then they avoid averaging to prevent inaccurate results. I would like my students to take more ownership of their learning and grades. When I am in a crunch for time, I will often tell my students to simply average their summative scores to get a very close estimate as to what their quarter grade will be. I do tell them that as a professional educator I do not average their summative scores but doing so would come close to what they will be receiving. I would like to change my practice by informing my students of more equitable but simple ways that they can take ownership of their grades. I will implement the mathematical principles of median, mean, and mode into how my students can self-reflect on their summative assessment scores. Although this does not take into account how recent the scores were earned, it is still more accurate than simply using the mean.
3. Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
Our department has “Collaborative Inquiry Teams” where we meet about once a month to discuss
instructional strategies that best meet the needs of all our students. We pay close attention to our
most vulnerable learners such as our ELL and SPED populations. The goal is to brainstorm and
analyze our current instructional strategies and see how we can collectively determine and
support one another to increase student achievement in all of our classes. We do not have a
formal system in place to determine the effectiveness of that collaboration. We do have a shared
google document where we individually self-reflect on our current instructional practices and
which strategies we plan to implement next. I had always known that we shouldn’t be grading collaboration skills but I did learn that the specific reason for this is because these skills are behaviors. We should instead be only assessing what the individual student has learned. In my practice, I will be more explicit with my students in understanding the difference between “essential skills” being practiced and the “standards” being learned.
I noticed that you have monthly meetings to collaborate with your fellow teachers. We also have grade level meetings to do the same. And yes we do not get graded for our meetings, they are just a way to collaborate ideas and help each other to better teach in a cohesive way. I wonder if we stopped grading students on how well they collaborate but just on the content of what they learned, that collaboration groups would be less stressful and more fun. It could be a way for students to really meet each other and learn from each other. I think it could take a lot of the competition out of learning and make it fun again.
DeleteGrade bumps! I also don't find it necessary to offer grade bumps if improved performance is the reward in itself (and satisfactory to both child and teacher). I have noticed many teachers use "grade bumps" with less meaning - to basically pass any and all students. Our school doesn't believe in retaining students to repeat a grade level and relies heavily on social promotion; for whatever reason. I have a complex about it :). But I remain a huge fan of retakes and opportunities for students to prove his/her educational worth.
DeleteI wonder more about the value of collaboration. As teachers, we stand to gain a wealth of knowledge, not to mention more data when we articulate horizontally and vertically as well. This is another thing our school doesn't practice much of. (Insert emoji of woman covering her face with her hand!) There is so much to be said of the coming together of great minds.
Common assessments, improved grading practices, professional development, build morale, increase efficiency, decision-making, equity and other benefits come from professional collaboration in our workplace. I wonder why some schools don't see its value.
Aloha. I notice you also would like students to be more involved with their grades and calculations. The focus should always be on the learner- not the teacher. If teachers decide to involve students in assessment practices, I think student achievement would greatly increase. I wonder how many of my fellow teachers already do this?
DeleteAloha Ceslee! I noticed that your school is inclined to mass or social promotion, and you have stated that teachers use “grade bumps”, with less meaning, just to conform with the norm. There are really things within schools that are currently operating which usually interfere with what needs to be done and implemented. And as a teacher, it is really difficult to stand firm in something we think is the most ethical and professional, if we are the only ones advocating for it. I wonder how school systems would support grading for equity and how much school administrations are willing to do and adjust their ways just to make room for more ethical and professional teacher practices. Thanks for your insights!
Delete1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
ReplyDeleteIn my art class, when a student shows they have improved, I believe that the improved score in itself will recognize and reward growth. What is great to visit is their art portfolio. This visual presentation would be able to give us how the artist has progressed and worked through the art process. When students can see their improvements visually, they will feel a sense of pride in their work of art.
2. How easy should it be for a student to be able to calculate their own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
Students should have a sense of what grade they will receive. After every art project, they are given a number grade, 1-8 in ART. At our school, 7-8 corresponds to an A, 6-7=B, 3-4=C, and 1-2 would be a D. After say, 3 Art Summatives for the quarter, a young artist might get a 4, 6, and 8. Now, the teacher can then share how we do not average scores, because if we did they would get a 6 or B. Instead we might look at how they progressed and improved and would qualify instead for an A, because they show evidence of learning. This would empower them and make them feel more confident about taking risk and responsibility when they see that perhaps, averaging scores do not make sense.
3.Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
An example of group work in a professional setting could be when our school gets ready for a WASC visit. Teachers are assigned to a group to do the write up. Within that group, we were partnered up and had to respond to prompts in order to provide evidence. The rationale for this is getting us to think critically about our school and be able to bounce ideas off of each other. During this process, everyone has a role to play in putting together the WASC report. The effectiveness of the collaboration is determined by how well the WASC report is organized to communicate our findings to the committee. A committee then will give us feedback.
Hi Jeff! I noticed that you use a number grade of 1-8 to grade Art. That grading system appears to be very simple and direct for students to understand and keep track of on their own. I like how two numbers represent a letter grade and it is evenly disbursed. They are no percentages and appears to be non-biased. I wonder how this grading system would work for language arts or math. I know some teachers like to way certain items higher than others and how this might affect their grading systems.
DeleteHi Jeff... I notice that we both agree that "when a student has improved, I believe that the improved score in itself will recognize and reward growth." I like how using standards-based grading treats teachers like professionals by allowing us to use our own judgement in taking into account the learning and personal experiences of our students. I wonder how we can support all teachers in using portfolios as a way of demonstrating a student's growth. I know for sure that a learning portfolio must be an ongoing reflection opportunity for students and not just something they do when presenting for their student-led conferences.
DeleteAloha Jeff,
DeleteI noticed that your school works with a different grading system. I really like the idea and thought you brought up an important point the text does regarding averaging student scores. It is so obvious that averaging students’ scores does not provide an accurate account of student performance. I wonder, how did your school community decide to agree upon not averaging student grades? Was it ever an issue?
1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
ReplyDeleteI believe that the improved score itself recognizes and rewards growth because it shows that the student has made progress and has knowledge of the subject matter. Grade bumps can tend to skew the total grading system and can be difficult for a student to keep track of themselves.
2. How easy should it be for a student to be able to calculate hwe own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
I think that it should be of the utmost importance for a student to calculate their own grade. The student can not challenge the grade and they can feel the empowerment of calculating their own grade. We could use the students' own grade to teach mathematical principles by teaching practical ways of formulating fractions, percentages, and the use of graphs.
3.Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
The rationale for expected group work is to work together as a team and help us to become more cohesive teachers. We meet at a grade level once a month to go over what is working and what we can improve on. The effectiveness of the collaboration is determined by our overall teaching methods getting stronger and our teams working together to teach the same content. Students should not be graded during collaborative work, but could be shown as part of their citizenship criteria.
Hi Beth.... I notice that we both agree that students should be able to know how to calculate their own grades. I agree that this is a very useful skill that could be taught through a math class. I do wonder if a majority of students would take advantage of knowing how to calculate their own grade. I feel like this would be something that they expect as being the teacher's responsibility. This is a great discussion to be had to see how we can transition student's into taking more ownership of their learning and grades.
Delete1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
DeleteTeachers do not need to include a separate grade bump when students demonstrate growth in our content area. Students need to learn that the satisfaction of understanding subject matter outways the score itself. Occasionally it may be a good idea to bump a student’s grade percentage, especially when it borders 89.9% because there really is little difference between that and a 90% score.
2. How easy should it be for a student to be able to calculate hwe own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
Students should be able to calculate their grade easily and effectively without any assistance from the teacher. Empowering students to track their performance and grades on a regular basis should be fostered during the beginning of each school year. My students are always told how many points a particular project or task is worth, along with how they will be assessed prior to beginning the assignment. This helps students predict their outcome and essentially choose how much effort they wish to perform in order to earn their desired grade.
3.Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
Restaurant staff employees must work together to satisfy and deliver a product which meets customer expectations. Teamwork is a key component of working in the service industry. The rationale behind this includes assisting other employees, therefore helps overall customer satisfaction. Effective collaboration among employees is determined by management, staff, and customer satisfaction.
*** Can someone please delete the above post.
DeleteThis is my comment to Beth:
Hi Beth. I notice you agree students need to be able to mathematically calculate their grade. We may not all be math teachers, but engaging our students in the percentages, points, and all forms of calculations seems like a step in the right direction. I wonder if there is a part two PD course that teaches us how to implement this?
Aloha Beth,
DeleteI noticed that you mentioned how student cannot challenge the grade if they understand how it was calculated, and that is very empowering in and of itself. The fact that they would really have ownership of and understand where the grade came from would not only prevent them from challenging their grade but also build more trust in us as teachers as well because it creates transparency--they can understand where we're coming from, and how we don't just "give out" grades, they really do earn them. It's not up to us anymore, which is great.
Sorry, my name was not attached :(
DeleteAloha Beth,
I noticed that you mentioned how student cannot challenge the grade if they understand how it was calculated, and that is very empowering in and of itself. The fact that they would really have ownership of and understand where the grade came from would not only prevent them from challenging their grade but also build more trust in us as teachers as well because it creates transparency--they can understand where we're coming from, and how we don't just "give out" grades, they really do earn them. It's not up to us anymore, which is great.
Hi Beth,
DeleteI did notice your comments about teacher collaboration. As a special education teacher, I am not a lead or department head but I have taken it upon myself to invite my fellow grade level colleagues to meet. I do the paperwork, I send out the invites, I prepare an agenda, secure a location and so forth.
I do this because I see the value of team meetings and I know with a surety that collaboration works! Each time I do the leg work to make these meetings happen, I always wonder why it takes a special education service provider like me to take lead?
It is because the vulnerable population in which I serve will definitely benefit from common, consistent, relevant, and rigorous curriculum which comes from teachers taking the time and having a desire to improve through collaborative team work.
I appreciate your comments and thoughts!
Ceslee
Aloha Beth, I noticed that you feel that grade bumps are unnecessary when students have demonstrated improvement on a past score. I appreciated your reasoning, that students will have a more difficult time tracking their grade if teachers employ bumps for growth. I do believe opportunities to retry are better than just bumping the grade. I wonder, have you ever felt that the new improved score of a student does not reflect their learning? If so, what have you done to address that? Mahalo Beth!
DeleteHi Beth, I notice you say; "1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
DeleteI believe that the improved score itself recognizes and rewards growth because it shows that the student has made progress and has knowledge of the subject matter. Grade bumps can tend to skew the total grading system and can be difficult for a student to keep track of themselves." I totally think the improved score is enough of a 'reward'. I do encourage and point out exceeding expectation targets and, for that, the sky is the limit. I keep challenging students to be consistent, clear, and convincing as much as possible (even if they have already shown competency that meets the standards).
1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
ReplyDeleteTeachers do not need to include a separate grade bump when students demonstrate growth in our content area. Students need to learn that the satisfaction of understanding subject matter outways the score itself. Occasionally it may be a good idea to bump a student’s grade percentage, especially when it borders 89.9% because there really is little difference between that and a 90% score.
2. How easy should it be for a student to be able to calculate hwe own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
Students should be able to calculate their grade easily and effectively without any assistance from the teacher. Empowering students to track their performance and grades on a regular basis should be fostered during the beginning of each school year. My students are always told how many points a particular project or task is worth, along with how they will be assessed prior to beginning the assignment. This helps students predict their outcome and essentially choose how much effort they wish to perform in order to earn their desired grade.
3.Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
Restaurant staff employees must work together to satisfy and deliver a product which meets customer expectations. Teamwork is a key component of working in the service industry. The rationale behind this includes assisting other employees, therefore helps overall customer satisfaction. Effective collaboration among employees is determined by management, staff, and customer satisfaction.
Aloha Melissa,
DeleteI noticed you mentioned that we ought to empower students to achieve their desired grade, which I love! I'm at a standards-based grading school, so we don't have points, and you mentioned that students will choose how much effort they wish to perform in order to earn a desired grade. Do you ever find that students will back calculate to figure out what grade they need on a given test in order to earn an A and then shoot for that, or do you ever have students who pick and choose which points they want to earn on a rubric? I know as a student in high school, I back calculated things to see if I could either earn or keep my A, and I put in the effort to get that, but I was definitely motivated by grades rather than learning, so I was wondering if you see similar things these days.
I also liked your restaurant example--I've also heard some places split the tips between chefs and waiters because they all contributed to the success of the meal!
I noticed you stated, “This helps students predict their outcome and essentially choose how much effort they wish to perform in order to earn their desired grade.” I love how you empower students to take responsibility for their grades; providing a rubric upfront for their expectations, allowing them to monitor their progress, and make their own choices along the way. It’s similar to a contract, where students know the expectations and can’t be changed, unless mentioned in the contract. I wonder if this can be incorporated into all their grades that will also output their GPA as they monitor their progress throughout the year. Thank you for sharing!
DeleteI believe that students should be allowed to portray proficiency by allowing them to demonstrate their understanding of a skill or concept through improved attempts at demonstrating that skill/concept. The foundation for learning is comprehension; it don’t matter how may attempts it took to reach that understanding, as long as comprehension is obtained. Being that said, growth is embedded into the idea of learning, and learning is learning, no matter how many attempts it took. I loved the analogies in the text, “Grading for Equity” such as comparing the idea of learning to marathon runners, lawyers who take the bar exam, etc. This is how grading should be perceived in school!
ReplyDeleteAccording to the text, “Grading for Equity”, a final grade should be determined by a final attempt at showing proficiency, and be calculated accurately by the teacher. A student can practice academic reflection using rubrics of what is expected to be graded, but not as a way to teach mathematical concepts such as mean, median, etc. A separate lesson can be used to instruct mean, median, etc and use test scores as examples for practice in learning the skills, but not the students’ actual test scores. The attempt at real world application would be false, and send a wrong message that would be unsettling to the students in terms of their actual grades. You are still able to empower students to be more critical consumers of statistics by utilizing other real life problems, and not by grading and applying their own data, which is false as a grading technique in the first place.
An example of group work in the professional workplace is grade level meetings. The purpose of these meetings is collaboration; to share, compare, modify, plan, and improve instruction for the students. The members in the group assertively share their opinions and viewpoints with one another, in search for the best practice for the students. The determinant for success is not how much each group member participated, but the final outcome that was decided and agreed upon by the team. When you compare team work in school versus a professional workplace, the school students will always be diverse in their ability and content, as well as their interaction and social skills; whereas a professional team is expected to possess a minimum level of social interaction and content skills. The goal is to provide school students the opportunity to interact and provide content opinions when working in group settings, so they can be prepared for the professional workplace. It’s a group driven perception and not individual, so when grading for student content understanding, it has to be individualized, and not in a group. Group work should elicit a group grade because the product was done by the group; similar to my grade level meetings.
Aloha Matthew! I noticed that you perceive providing an individualized task better when grading a student on what he knows and can do and have stated that a group work should elicit a group grade because the product was done by the group. I also agree that during group activities, if the task expectations have been communicated with the students, I believe that no one will be doing nothing. And since it is a group work, the best idea will always be the one implemented, but will not mean that the rest has not contributed anything. I really wonder how we could assess individual performance in a group project since the true purpose of tasks in groups is to utilize everyone’s strengths? Or maybe we could give a group work and then an individual task after, measuring the same skill to accurately grade individual performance? What do you think?
Delete1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
ReplyDeleteA grade bump may or may not be needed if a student’s grade is based on their most recent performance. If a student showed steady growth, then taking the last data point would be enough to reward their improvements. That said, if the latest score is lower than previous scores, and therefore there’s a downward trend on the last assignment, focusing solely on the last assignment would not recognize nor reward the progress they made during the rest of the quarter, and therefore a bump for growth may be beneficial, or looking at the median score instead of the most recent.
2. How easy should it be for a student to be able to calculate hwe own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
It should be easy for students to understand and determine their own grade. Having them graph their own trajectory would be beneficial for them and a good process on reflecting on their work that quarter–perhaps they could even create a story map/timeline of their grades and have a brief explanation for their highest score and their lowest score so they can explain what happened. This would help inform our own practices if we were unaware of a tragedy in the family or some other difficulties at home. It would also help them to be able to analyze data by calculating averages with outliers to learn how outliers affect the mean, learning to look at a “line of best fit”, or understanding the difference between mean, median, and mode. It would be hard to determine their own grade, however, if sometimes the most recent data point is the most important, sometimes it’s continual sustained progress, and sometimes the summatives assess a variety of skills and they all need to be taken into account. In science we are always analyzing data, looking for trends, and discussing outliers, so it would be an easy transition to do that with their scores. For my class in particular, each summative score assesses a different skill, and therefore all are usually equally considered, however, I do look for patterns and growth.
3.Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
Group work is expected during team meetings, particularly when we have “Kid Talk” and we’re discussing students who may need extra support, or students that are of concern for various reasons. We all share out about how that particular student is doing in our class, both behaviorally as well as academically. We then brainstorm with the counselor to see what next steps should be taken to better support them. The effectiveness of our collaboration is determined by if the student shows some sort of positive change–whether it is in attitude, grades, or demeanor. That said, it is possible for students to improve WITHOUT everyone contributing equally.
I noticed that you mentioned how a grade bump would be beneficial when the most recent test grade is not showing growth, but rather a downward trend. I agree with your perspective as I tend to look at grades as a consistent output on the students’ assessments, both formative and summative. The ability to consistently show proficiency is how grading should be done. I wonder if there is a concise mathematical formula to calculate this, like you mentioned, use the median? Thank you for sharing!
Delete1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
ReplyDeleteTo me, an improved score itself does recognize and reward a student’s growth. I see it as an intrinsic reward that often satisfies a student’s eagerness to increase their performance/grade. In an IEP for students receiving special education services, it used to be suggested that this child receive “extended time” as a supplementary aid. Teachers did not always agree that extended time means that a child can utilize the quarter or semester to demonstrate their proficiency to content standards. Contrary to popular belief, students should be given ample time to show their understanding of curricular standards including retakes and resubmissions.
2. How easy should it be for a student to be able to calculate their own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
If the goal is to empower students to be more critical consumers of statistics, then teaching them the mathematical principles is key. What I look at in terms of grading is that the teachers find a clear and more equitable grading system. Once we can figure out which grading system is the best to utilize for our students and in our classrooms, then we can fully involve all stakeholders. In my years of experience, I work with students who see letter grades only; as if it defines who they are as learners. Until we change the mindset and years upon years of traditional grading practices, I lack the faith that much more will come of it.
3. Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
Effectiveness of collaboration is determined by the participants, the plan, the execution, and the outcome(s). In my opinion, individuals MUST be willing! I work with individuals who are set in their ways because not much is required of them from our administration. There have been no changes, no improvements, no initiation since I began working at my current school. With much disappointment, there are no expectations for group work and I find it counterproductive. For the first time in my twenty year career, I feel under-challenged.
As a department head for special education at my previous school, we were held to a higher standard where much was expected. There is something to be said of accountability; it drives individuals to be a better version of themselves. Teachers, when working as a group, can address more complex problems together, we share diverse perspectives, delegate roles and responsibilities, and develop skills most specific to the demands of our jobs.
Aloha!
DeleteI noticed that when your department works together you are able to address more complex problems and are able to collaborate. I too am the grade level chair for my grade. I've always said its better to do things together. When a team works together I believe they are able to give and take equally. They each are able to contribute to the group along with learning or take aways something too.
Aloha Celeste, I noticed that you said that until we change the mindset and years upon years of traditional grading practices, you lack the faith that much more will come of it. I agree with you and I wonder what we can do to change the mindset in regards to grading that has been ingrained in our minds and studentʻs minds. I wonder what options we can present as alternatives to the traditional grading system that would be equitable and acceptable to our schools, parents, teachers, and students. Or is that even possible?
DeleteAloha Ceslee, I noticed that you are involved as a department head and mentioned that willingness of teammates is a must. I agree totally. When we are put to work in teams, there will always be the all-stars, 2nd string, and bench warmers to water boys. Some people simply don't want to be there, as they see department meetings as time consuming and wasteful. There is little motivation to attending an after school meeting. I wonder what can be done to entice teachers to participate more?
DeleteCeslee, I noticed that you acknowledged the reward of an improved grade being enough recognition that a bump should no longer be needed. I agree that we should not need to "bump up" grades if we are providing opportunity for retakes. I wonder if students will be able to digest this and if there is any room for the grades to not reflect this improved performance?
Delete1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
ReplyDeleteAs the text stated, averaging a students’ scores overtime results in an inaccurate account of what the student actually learned. I think that if a student is given the opportunity to improve their scores to demonstrate their learning, they do not need an included “grade bump” to account for growth. The improvement of scores is rewarding and demonstrates the students’ growth.
2. How easy should it be for a student to be able to calculate her own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
I believe that a student should be able to easily calculate their own grade. Most times, teachers have vague grading systems and the communication between teacher and student is not very transparent when it comes to calculating grades. We could use self recording strategies for students to reflect on their scores and be able to calculate what their final scores would be in a variety of situations. Students could use graphs, logs, and mathematical techniques to find their average scores and discuss what those scores actually mean. It would be easy to apply strategies of simple arithmetic in class to encourage students to be aware of their grades.
3.Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
Many times when group work is expected it is to encourage collaboration amongst colleagues. Group work can be more effective at times for certain projects and tasks. The effectiveness of that collaboration is usually determined by the group members themselves. I have experienced self assessments after group work that requires me to reflect on my role in the group and how effective I believed it to be. When teachers place students in group projects and determine that the group will receive one grade, it opens more opportunities for stress and resentment and it becomes impossible to determine the actual learning taking place and by whom. When the group is able to complete a task effectively and efficiently, they are seen as successful. When group members are feeling an uneven balance of work and the task is failing to be completed, the collaboration is viewed as a failure. Yet, it is important to be careful to examine the roles of each participant and how they contributed to the effectiveness of the group as an individual.
Aloha! Noticed that you mentioned that it is important to be careful to examine the roles of each participants and how they contributed to the effectiveness of the group as an individual. I too believe that is very important when using collaborative work in the classroom. Each member of the group should do their part. I always use collaborative work but I should continue to remember to remind students of the importance of doing their part.
DeleteAloha J,
DeleteI noticed how you mentioned that students should easily be able to calculate their grade. When a teacher creates a grading system that the students can input their grades and view their progress - they'll feel confident and motivated about their standings.
I wonder if we give students roles/responsibilities in the group work, or just assume that they will work together to complete the task? It can start with pairs and slowly work towards groups, to build the habit of group work where each member knows their roles/responsibility.
J, I noticed that you stated that "The effectiveness of that collaboration is usually determined by the group members themselves." I suppose that is the truth with adults in the professional setting. The assumption is that collaboration in a professional setting is inherently effective as professionals come together and be professional and work towards the success at the task at hand.
Delete1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
ReplyDeleteI believe that when we record the most recent opportunity to show what a student learned, this in itself, no matter how long it takes, is sufficient. I don’t see the benefit in bumping a student's grade when they know where they need to improve, make the adjustments to improve and reach their goal.
2. How easy should it be for a student to be able to calculate hwe own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
Students should be able to calculate their own grade so that they know where they stand. They should be able to know what they lack in reaching their own learning goals. In my class though we don’t usually use numbers to represent their grades we use ME,MP,DP and WB. With the use of good rubrics for major projects or assignments students are able to know what they need to do to achieve the standard. If they fall short at a DP or WB grade they are able to know how to get a better grade.
3.Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
Being that this experience just happened at my school I thought it would give a great illustration of teamwork. Annually our students harvest the kalo from our lo’i. The work of cooking it and processing the approximately 30-40 lbs of kalo falls on the 3 teachers. The workload is indeed great. More hands in doing this work is better so we enlist the faculty at our school to help with this process. The teachers also help with other preparation work for the kids to make laulau and also make laulau for themselves. The rationale for this group work are many; getting the work done, lessening the load for one grade level and faculty relations. The outcome from this collaborative work is 40 lbs of processed poi, 200+ laulau and lots of connections and reconnections of the faculty.
I noticed in your professional workplace collaboration example success is determined by what was produces or created. Success was determined not by individual efforts, but by the teams as a wholes effort. My wondering is how does this differ when it comes to group projects in the classroom. What should be graded and what is learned that will not be graded?
Delete1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
ReplyDeleteI personally think that a grade bump speaks for itself, and there is no other score that needs to be recognized. If a student does work hard during the quarter and improves, I do make sure to explain details on that student’s report card highlighting their growth. I also do a lot of conferencing with each student, making sure that there is a verbal communication of goals that they have in mind and I help to make them attainable. As far as rewarding their growth, in my class we do a lot of goal setting and reflecting and there are small rewards that I do give my students when they achieve their goals.
2. How easy should it be for a student to be able to calculate hwe own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
I believe that students should be able to calculate their own grades and know exactly where they stand as they are learning. Students should be able to assess their learning as they are going through the learning targets, getting feedback and conferencing with me as needed. During the 4th quarter I also have students calculate their grades as they learn percentages in math. I think that this is very beneficial for them to learn about data and how their statistics give them a snapshot of their learning.
3.Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
As a teacher, when I attend faculty and staff meetings either online or in person, group work and collaboration is expected. Despite our differences and opposing viewpoints when we meet as a faculty, cadre, or as a grade level there are set expectations and goals to each meeting. Any time I meet, we have an agenda and especially in my grade level we collaborate effectively. Everyone in our grade level helps attain these goals because of effective collaboration. Our team likes to make sure that we address all of our needs. When we work together and divide and conquer little details we are very effective with reaching our meeting goals.
Students are also in the same boat when it comes to working together collaboratively. Prior to group work, I am very clear about the expectations and how the group collaboration should work. Students assess and reflect on their performance as a group member and also evaluate and assess their group members as well. This way, students have a very clear understanding of the effectiveness of their collaboration. I also think that the end products that they produce are also ways to affect their effectiveness as a collaborator.
I noticed that you stated, that the end products that are produced by a group are a way to assess a student as a collaborator. I am wondering, would you it be a group grade or would each student be assessed individually on their collaboration skills?
DeleteHello Krystin, I see you and I agree with thinking students should be able to calculate their grades at any time. "I believe that students should be able to calculate their own grades and know exactly where they stand as they are learning. Students should be able to assess their learning as they are going through the learning targets, getting feedback and conferencing with me as needed. During the 4th quarter I also have students calculate their grades as they learn percentages in math. I think that this is very beneficial for them to learn about data and how their statistics give them a snapshot of their learning. " I wonder, though, if they are able to actually do a calculation when it's still all formative assessments. I have a hard time myself calculating grades on a weekly or bi-weekly basis because the learning is not yet completed and I haven't put on my 'summative' hat.
Delete1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
ReplyDeleteA bump for growth should not be necessary because a student's grade should be based on their summative performance of the standard. Formative data should show growth over time. We all do have good and bad days, so this is where retakes or redos come in.
2. How easy should it be for a student to be able to calculate hwe own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
I believe that it is important that students understand what they need to learn and where they are at with their learning. This is where self-assessment and reflection comes in. In my AVID classes currently, the students goal set, reflect, and calculate their GPA. This is a college prep class, so we discuss what GPA they will need to earn to get into the college of their choice. Grades should be simple enough that students can track their progress and understand what the grade stands for.
3.Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
The AVID Site Team is an example of something from a professional workplace that requires group work. We are to oversee the implementation of the AVID program on our campus. The team is made of members of the staff from different departments on campus. There are four areas that we work on: Instruction, Systems, Leadership, and Culture. AVID provides a rubric style document that guides us throughout the year and we use to self-assess at the end of the year. In this situation we are “graded” as a team not as individuals on a team.
I notice that we both agree a bump for growth over time is unnecessary when you are allowing retakes and are only grading on the summative. We also both agree that grades should be simple enough for students to understand and calculate themselves. I admit that my grades are on a 60% for tests, 40% for classwork and that can be confusing to students in the calculation.
DeleteI wonder how we can all do better the lessen this cognitive load of calculating grades for students.
1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth? I believe that we may need to use our discretion for students in regards to including a bump for growth. I think this is because if we’re using a percentage system for grading, some students may be at the cusp of a higher grade and for students who will be going to college, GPA does affect them. The improved score does recognize and reward growth but will not be reflected in their GPA.
ReplyDelete2. How easy should it be for a student to be able to calculate their own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics? I feel that it should be simple and clear for students to be able to calculate their own grade. I think it would empower students and motivate them to achieve high quality work if. Even though I teach Social Studies and not Math, I feel like this would be a good opportunity for interdisciplinary teaching, having students learn how to find the median, mean, mode, scale, and percentage of their own grades.
3.Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined? Group work is expected in my workplace during our department meetings and collaborations. The rationale is that if we work together we will be able to hear all voices and points of view, and collaborate to find the most effective means of accomplishing something for the good of the whole. Effectiveness is determined by the successful implementation of any curriculum or policy that we come up with.
I notice that we both agree that it would be very empowering for students to be able to calculate their own grades. I think it can help students really understand where they stand.
DeleteI wonder how the "grade bump" becomes free of bias when we bump those students that we "see" trying or improving in class while not those students who may be putting in a lot of effort outside of class or are not able to show it in class.
Name for above comment
DeleteHi Charme, I noticed you used the term, using our discretion. In regards to grading, I think that there is so much papers too grade, and the school really must trust the teacher that they are giving the correct grade. I know grading can be confusing and mathematical, but we are the teachers that know the students the best and see them everyday. I wonder if students are able to calculate their own grade if they will feel more empowered?
Delete1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
ReplyDeleteI have never including a "grade bump" for improvement. Occasionally I have lessened the impact of poor scores earlier in the year, but I have never added points onto any grades simply for improving. I do agree with the ideas that were presented in this chapter, but I am still having a very hard time visualizing what this will actually look like in a high school science class with 150 students. Also as we are moving through many different standards throughout the year, if I only take the grades towards the end of the year those are totally different standards. I'm having a hard time imagining the logistics of it, as well as how using our "professional judgement" to gauge whether students have learned the content even if we don't have hard evidence would actually be free of bias. To me that does not seem like it would be free of bias at all, which is worrying.
2. How easy should it be for a student to be able to calculate their own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
I get the idea behind using the median or the mode for the grade... a little bit. It seemed to result in a more accurate grade that reflected the student performance, but I'm not sold on its appropriateness for use in grading. It seems almost arbitrary to me, especially when it seems that the book is encouraging us to change whether is mean, mode, or median based on the student? I just think that this can introduce bias into our grading. Maybe I am misinterpreting this section, but it doesn't make a ton of sense to me.
3.Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
In my experience group work is expected when a group of teachers are working towards a common goal, like planning a freshmen orientation day, or an interdisciplinary project. As we are not graded at work, there is not a numerical grade attached to our group work, it is mostly evaluated by its effectiveness: did the day or project go well?
Aloha Jessica,
DeleteI noticed how you have difficulty seeing a "grade bump" in high school and I concur with you. I can see students progressing through the units/standards and being willing to improve failed grades, but not add a separate/hidden grade to increase the lack of a poor score.
I wonder if median and/or mode would be used to better help the student more than demonstrate their depth of knowledge. It would be interesting to experiment using past grades for a class period to see which method of averages work best.
Val Shindo-Uehira
DeleteHi Jessica,
Like you, I am also struggling with some of the content presented in this chapter. I wonder how it would work when there are multiple standards covered in each quarter. Wouldn't it still be an "average" of all the assessment scores for the quarter? In addition, I wonder how bias-free using our own professional judgement is - isn't still subjective if there is no evidence to show that the student has demonstrated proficiency?
1. I learned that students who have shown improvement or growth in that standard/unit will receive their due grade. It may affect their grade as a whole, but I do not create a separate bump for growth when the student can recognize their growth/mastery as a reward.
ReplyDeleteChallenges to my practice is to help my students realize that when they improve on their skill/concept, it will help to improve their overall grade.
I will implement a better grading system to allow students to keep track of their progress throughout the semester. They will be able to retake any assessment after showing understanding by correcting mistakes by showing work.
2. I learned that it can be very easy for a student to calculate their grade, especially in my class compared to other classes that may not have a structured grading system. Students could use various ways of finding the average (median, mean, mode, scale, percentage) -ways of showing the top score. But is that fair when a teacher only sticks to one way of grading and if that one way ends up giving a low score? I remember having a professor grade on a curve, so we sort of knew we could cheat the system. As long as the majority of the students scored an ‘A’ or ‘B’ on the test or exam, the small percentage that didn’t do well would get the better grade. Where’s the fairness in that? Because in the end, you could tell who really needed the grade in that class and who was riding the wagon for an easy grade.
Challenges to my practice are none, I will not choose to be like my professor in college. Currently, I’m teaching Probability and Statistics, and we just learned about different types of averages. It would be a great discussion with my students about their grades and how to use: mean (average), median and mode; and they can decide for themselves and explain which method of averages they would use to be: accurate, bias-resistant and motivational, in the grade they will receive.
I will implement this quote in my teachings, “What matters is whether each student learns the materials and shows competence. If we grade students equitably and accurately, each of the students in the hypothetical all earn an A. They all started at a different place and have different learning paths, but they all demonstrated mastery.” (Feldman, p. 98).
Part 2:
ReplyDelete3. I learned the strategies to ‘build the cause-effect relationship between group work and its learning outcome’, (Feldman, p. 105-106) after reading the steps to ensure that the students understand their role in their group and follow through with their responsibilities. When I assign group work, it's focused towards making a difficult task simpler through brainstorming and equitable work.
Challenges to my practices of group work is that I don’t give a peer review/reflection of the group work. I remember my teacher when giving group work, she always followed up with a peer review/reflection which also had the names of the members in my group and answered questions about how much work each member contributed. When I had a great group that shared the work and made sure we all learned, I gave high remarks; but if I had a group that slacked off and when I offered to help they didn’t want to learn - I would give low marks to my group members with justifications. I don’t know if my students will be honest or dishonest in how they will judge their group members - I just have to put the strategies to practice and view the results to either continue giving grades for group work or use group work as a learning opportunity.
I will implement a peer review/reflection for my students to use after they have completed their group work through presentation or project submission. I will converse with course alike teachers and academic coaches for help on creating a rubric for a unit/concept peer review/reflection.
1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
ReplyDeleteI don’t know if grading can exist so compartmentalized like this. Should grades only reflect where students are regardless of where they started? I don’t really have an answer for that. For example - if you’ve gone through job training and your performance during training was subpar, yet you were able to pass the final exam and take on the actual job. But then your performance continues to be subpar, what should be taken into consideration? What is more important? The consistency of your practice and your ability to consistently perform well, or your ability to pass a one off benchmark? I don’t know that school should totally mimic real life, but I don’t think it should discount real life either. If a student does nothing but can pass the assessment, is that all the grade should be indicative of? I am grappling with these questions and reflecting on my feelings and beliefs about them.
2. How easy should it be for a student to be able to calculate hwe own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
This again is an interesting question, it’s a leading question because of course the right answer would be that a student should be able to calculate their own grade. But what does that actually mean? Is a teacher's grading practice supposed to be easily calculated simply so that it's accessible to students? I don’t think so. For the second part of this question, in the secondary setting, we are talking about standards based teaching and grading, so when does a social studies teacher incorporate math lessons into the curriculum? Is it even their place? And are all teachers now expected to teach those math principles in order to justify their grading? These questions lead me to believe that whoever is coming up with them, instead of presenting information and allowing people to decide what they think and how to adjust their beliefs, these questions are designed to lead to one specific conclusion, and that doesn’t sit right.
3.Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
I don’t see that group work is frequently expected of teachers. Maybe when teachers volunteer to work on an adhoc committee. The rationale of adhoc committees is to complete work outside of teachers professional classroom responsibilities, and the effectiveness of the collaboration is determined by how much work the members are willing to put in.
Hi Nicholete!
DeleteI notice that you are finding many "holes" in the second question. I think they are trying to justify the importance of transparent grading which means that students shouldn't be confused on where they stand or what is expected. Although I do agree that we shouldn't need to take time out of our content classes to teach math and justify the logistics behind our grading scale for students who are confused. This seems like a question for an office hours time.
I wonder if teachers worked collaboratively on grading more often that students would be less confused? I think as of now one of the main reasons student seem to be unable to understand their teachers grading is because they need to understand at least 7 different styles of high school. If there was a consistent template their would be less questions from both students and parents.
1. Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
ReplyDeleteWe are dealing with accuracy in grading in this chapter and I believe that grades have to be tied to quantifiable test results or rubrics and must be reflective of the demonstrated knowledge or performance of the students on the standards being measured. With this being said, if we have already adjusted or corrected the students’ grades to reflect the most recent performance, I do not think that there is still a need to bump the grade. I will however bump a grade in a case where the difference on a student’s grade is just a change in 1 point before getting to the next letter grade (C to a B), and if I believe that he deserves the adjustment, or if I see any inaccuracy in my grading during the previous quarter, which I need to correct. At all times, I will use my professional judgment objectively.
2. How easy should it be for a student to be able to calculate her own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
I think it would be beneficial to students if they know how they are being graded. This could be made possible through presenting the rubrics even before they are going to do the task so they could see what they need to do and to show within the specific task given. I am not a Math teacher, but I believe that it is essential that students need to be aware of how their grades are calculated, which is part of adding relevance or making connections of the content to real-life situations. Teaching scales could be on the grading scale I am using when I grade—the 4-point scale and the A-F letter grade with the corresponding equivalents. As regards percentages, I can use the assigned grade categories and their corresponding weights to teach it. Linking their grades to concepts of Statistics could yield positive results as they can potentially develop autonomy in their own learning through having them become aware of how teachers arrive at their grades. It will also invite reflection and introspection, which will help them build intrinsic motivation. I just do not see an opportunity to teach the mean, median, mode utilizing their grades because it might invite more confusion to the students.
PART 2.
Delete3.Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
We currently have Achievement Team Meetings, with an interdisciplinary focus, per grade level wherein all teachers in the Middle School convene together to review on the data available for each of the students, and then determine who among the students are 3 top priorities for intervention, both academically and behaviorally. After determining the top 3 student priorities, we pulled together some more data that reflects his/her performance both academically and behaviorally. Our team arrived at an intervention action plan with a timeline and strategies, indicating responsible parties. Weekly, we met and discussed what changes we have seen in the student, shared about the strategies we individually did, determined what worked and what not, tried out what worked with some and progress-monitored.
There was a template provided for us to complete per session. The effectiveness of the collaboration lies on the input each of the members share during each discussion. It also comes from the adopting of the strategies that work with one that another is willing to try out and then measuring the effectiveness of the strategy during the next conversation. Moreover, the effectiveness of the collaboration is reflected on the change that is already apparent on the student, after the intervention has been implemented Middle Schoolwide.
PART 2
ReplyDelete3.Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
We currently have Achievement Team Meetings, with an interdisciplinary focus, per grade level wherein all teachers in the Middle School convene together to review on the data available for each of the students, and then determine who among the students are 3 top priorities for intervention, both academically and behaviorally. After determining the top 3 student priorities, we pulled together some more data that reflects his/her performance both academically and behaviorally. Our team arrived at an intervention action plan with a timeline and strategies, indicating responsible parties. Weekly, we met and discussed what changes we have seen in the student, shared about the strategies we individually did, determined what worked and what not, tried out what worked with some and progress-monitored.
There was a template provided for us to complete per session. The effectiveness of the collaboration lies on the input each of the members share during each discussion. It also comes from the adopting of the strategies that work with one that another is willing to try out and then measuring the effectiveness of the strategy during the next conversation. Moreover, the effectiveness of the collaboration is reflected on the change that is already apparent on the student, after the intervention has been implemented Middle Schoolwide.
Val Shindo-Uehira
DeleteHi Pinky -
I really like your school's use of Achievement Teams. That's such a great idea - to be able to work together to review student data to determine those who are in need of intervention. I wonder for those schools that include non-academic scores and homework would this affect which students are identified as needing additional supports. I would really like to know more about how this process works at your school!
Val-Shindo-Uehira
ReplyDelete1-Many of us give students a grade bump when they have shown improvement or growth over the term. By allowing students to demonstrate growth over time through improved performance, and recording that most recent performance, do we still need to include a separate bump for growth, or does the improved score itself recognize and reward growth?
I believe that the improved score itself recognizes and rewards a student’s growth and giving students a grade bump may not necessarily provide an accurate picture. If we take into account the most recent performance of a student then grade bumps are not necessary. Scores would change depending on the progression that a student demonstrates throughout a unit or lesson and the final score would not be an average of the progressive scores but an independent score that truly reflects a student’s learning.
2-How easy should it be for a student to be able to calculate hwe own grade? How could we use a student’s own grade as an opportunity to teach mathematical principles of median, mean, mode, scale, and percentages, and thereby empower students to be more critical consumers of statistics?
It should be easy for students to be able to calculate their own grades. If grades included only those scores that are relevant to the student’s learning and excluded scores for extraneous things such as behavior and motivation, then it should be simple for students to calculate their own grades. When students know where they are in their progression, they are better able to plan and set goals for themselves in regards to their own learning. We could also take time to teach mathematical principles such as mean, median, mode, scale and percentage while teaching them how to calculate their grades. Using their own scores, students can determine mean, median and mode and will be able to compare and understand that each mathematical principle will, in most cases, yield different results. This would also be a good way to talk about what the students feel is most representative of their learning.
3-Think of an example in the professional workplace in which group work is expected. What is the rationale, and how is the effectiveness of that collaboration determined?
As teachers we are expected to work collaboratively in many ways. We work as a team of teachers that provide instruction to the same group of students. In this case, we are expected to work together to identify student needs and supports. In addition to working as grade level teams, we are also expected to work together as departments, focus groups and ad hoc committees as determined by administration. The rationale behind these collaborative teams is to include different perspectives and insights in order to determine the best outcomes whether it be student success, producing engaging learning experiences or developing policies that best support the school community. The effectiveness of these collaborative groups is determined by the positive effects of the groups’ decisions. This might include increased student engagement, a decrease in the number of failing students, increased attendance or a decrease in the number of student infractions and suspensions.
Hi Val!
DeleteI notice that we agree on the point of grade bumps not needing to be applied if a student is trying and applying effort throughout the entire duration of the course. I will say that in my classroom handwork does not go unnoticed and it is essential for the students to work hard for their grade, especially if they are behind. I am reluctant to simply give grade bumps based on growth because I have seen teachers do this in the past, and students will intentionally "Sand bag" their progress in the beginning to show major progress and put in minimal effort later on. To prevent this, students will purely be based on their performance at the end of the quarter.
I wonder if working together to set similar grading expectations would confused the students less as a whole? When I was a part of the freshman academy all teachers followed the same grading scale regardless of what subject was taught so that parents are not confused when it comes down to what grades are passing and what is failing at the end of the school year.
My personal viewpoint opposes the text in the sense that I round up grades when a student shows effort throughout the quarter. While it is inequitable since there is no true way to assess effort, I feel like at the high school level seeking help and communicating is clearly evident. I think that the improved score itself is a recognition of a reward and growth and most times if a student has shown growth it will also be exhibited in their mathematical score. What may be difficult in demonstrating growth over a certain time period is the scale in which growth is assessed. For example, a student who started off the year with a 10/100 for their grade can very easily show progress by bringing up their grade 50 points. A person who is at an 85% cannot possibly go up 50 points and therefore will have a little more difficulty showing dramatic growth. This is why if there are awards for growth it needs to be scaled to the individual student.
ReplyDeleteI think it should be very easy and clear for a student to calculate their own grade. If a student has no idea how to calculate their own grade by the end of the quarter and is receiving their grades blindly, that means that the teacher either has an unclear grading scale, or a scale that is too complicated. In my class of all seniors, I always show the class average for a test so that they can see how they scored in relation to the rest of the class. This way they can see if the class means puts them above or below the 50th percentile level of achievement.
In the realm of education, working with co teachers and also teacher who teach the same subject matter as you is essential. Even if you are two teachers with different working styles and different ways of teaching, for the benefit of the general student public and the school, it is essential that you not only keep pace with one another, but also cover the same points. By working collaboratively with the teacher that teaches the same subject as you, it prevents students from feeling like they “missed out” or got the “better” or “worse” teacher. I think that the effectiveness of this collaboration is determined by how well the students perceive the cohesiveness of the two teachers and how well they are able to discuss problems and disagreements. It is very easy to work with something that agrees with everything you say, but the real challenge is working with something with a different view. If you are able to work with somewhat different, this is what makes a collaboration group successful.