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Thank you for this...using it now!

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Might be useful to help raise awareness?

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This is a poster I display in my classroom; we also use it in an attempt to objectify teacher grades, which are assigned to each report card. Note, that this is to be updated before next academic year.

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explains the rate that we forget what we learned in class
http://stuff4educators.com/index.php?p=1_161_Forgetting-Curve

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WARNING: This list is LONG and can be a bit intimidating, but here is a link of all the resources I have come across with a short blurb.

Feel free to make a copy for your own uses. :)
CHEERS!

https://goo.gl/m2w7MD

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How often should you send home a "final" score for students?

Should report cards go home every quarter, semester, or once a year?

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ATL resource: What to know more? The IB have a comprehensive section on their website explaining how they are introducing it into the DP (helps understanding of ATLs as used in the MYP as well!)

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ATL resource: What to know more? The IB have a comprehensive section on their website explaining how they are introducing it into the DP (helps understanding of ATLs as used in the MYP as well!)

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How can units balance being authentic and still "cover" all the standards from national curriculum (common core, etc)

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How would you handle it when students do not do the work assigned?

Would you give them an incomplete for the course with the option of completing the work over holiday or summer to be given a score?

Thoughts? Ideas?

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Does anyone have  any interesting online (and free) resources or open-source software for students to create work?

Examples: Powtoons, Storybird Quizlet Live

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Potential discussion: Specificity of STANDARDS in GRASPS

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Potential discussion: Specificity of STANDARDS in GRASPS

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- I've been instructed to  close the loopholes by being more specific in my standards.
- Reason: Justify scores to parents and students who are driven by scores.
- Question: By being more specific, is there a risk of limiting potential?

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- What are other workshop members' school policies? In our school too many kids are irresponsible with optional HW.

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- Context: Considering local, untrained math teachers instead of trained. These are content-driven teachers who lecture.
- What would we lose out on if we don't work with MYP/DP teachers vs. trained locals

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- To what extent can we modify the descriptors when grading formatives or summatives?

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How can we encourage students in a very direct and overt way to participate in actually making inquiries themselves (which is the basis of inquiry teaching, as I understand it)?

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For students with special needs or low language level:
- To what extent can we modify the summative?
- How can we justify the modification?
- How do we know which kids fall into this category?

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I am fascinated w/ the discussion yesterday about how authentic assessment is formative and the idea of de-emphasizing the importance of summative assessment. Lots of food for thought.

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Can students work in groups for assessment?
How can you assess the students against the criteria individually with group work/activities?

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How do you go about assessing individual contributions within collaborative projects/assessments?

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If Damon is right, we cannot assess what he considers the most meaningful/authentic "learnings". I'm not sure he is completely right. I think some authentic tasks can be assessed.

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How we can get the assessment to be truly authentic when there is a core curriculum?

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How we can get the assessment to be truly authentic when there is a core curriculum?

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(David