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How should an educator respond when a student displays an unusual pattern of performance?

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Describe the guidelines educators should follow as they build summative scores for students. Which of these guidelines do you find the most noteworthy, and why?

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What important roles do scores, grades, and item response theory (IRT) play in assessment in a standards-based environment?

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What issues must teachers have awareness of when they score assessments based on proficiency scales?

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What are the two most common approaches to student-generated assessment?

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List some examples of unobtrusive assessments. What unobtrusive techniques do you find most valuable, and why is this the case?

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Explain obtrusive assessment’s attributes and uses and the common item types used in obtrusive assessment.

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In what ways can teachers celebrate students’ success as students work toward their goals? As an educator, how would you celebrate your students’ success?

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Why should teachers encourage students to track their progress toward their goals? How do the processes by which students can track their progress individually and as a whole class differ, and why would an educator choose one process or the other?

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What three phases should teachers use to explicitly teach goal setting to students? What are the primary goals of each phase?

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What two approaches should educators use to teach goal setting? Please explain both and how teachers can use them together to improve their teaching.

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Define the comparative orientation and mastery orientation approaches to goal setting. What are their primary characteristics, and why should a student choose one over the other?

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When should students set goals, and how often should they do so?

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List and explain the four ways in which goal setting helps students learn.

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Separating what students know from how they behave (p. 90)

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Separating what students know from how they behave (p. 90)

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Teachers should aim to provide students with two summative grades based on proficiency scales: one for academic knowledge and skills, the other for related behaviors

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"Goal setting must be a continuous process of learning how to learn." (Ch. 3, pg. 48)

I like this quote b/c of:
a) the focus on *continuity* (in contrast to the discreteness of the goals themselves)
b) the faith in self–correction built in to the very idea of "learning how to learn"

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[enables students and teachers to] "move from learning that is a series of episodic events to learning that is rich with connection and continuity."

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"Goal setting must be a continuous process of learning how to learn." (Ch. 3, pg. 48)

I like this quote b/c of:
a) the focus on *continuity* (in contrast to the discreteness of the goals themselves)
b) the faith in self–correction built in to the very idea of "learning how to learn"

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Goal setting is a metgacognative process that motivates students and helps them modify their learning behaviors. Setting goals helps students learn and achieve to higher levels, as goal setting and increased student achievement coexist.

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"...teachers reflect about goal setting with students on a continual basis. It should be a cyclical process..." (47)

"When students feel they have control over the outcome of any given situation, they seem to handle disappointment, demands, and fear of failure more productively" (as cited in Chapman & Vagle, 2011) (47-48)

"Teachers who encourage student reflection by using these prompts and questions help students practice reflection, consider appropriate actions, and employ those actions for increased achievement." (51)

"Teachers must be ready with a plethora of strategies to help students, at varying levels of proficiency, learn and use tactics to support the differentiated learning targets. Effective goal setting cannot be an assumed skill. Rather, teachers need to teach it with the same zest as their content." (56)

"...are better termed scores than grades, since the score better represents the temporary nature of student performance. A score can easily change..." (84)

"... we don't specify whether or not (a score) is formative or summative... we recommend including both F and S data points rather than just summative scores to avoid placing a great deal of weight on a few S data points." (85)

"... (zeros) demotivate the very students teachers assumed they would help. Rather, students may receive a no mark (NM) or incomplete (I) to indicate missing work... this avoids the detrimental effect that assigning and averaging and automatic zero may have on a student's S grade. (88-89)

"...the entire notion of extra credit does not make sense. Additional opportunities to perform are in no way extra, in the sense of extra credit. They are simply part of standard operating procedure in a standards-based classroom." (95)

"...fair does not mean equal." (96)

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"...those numbers teachers record in gradebooks - are better termed scores than grades, since the score better represents the temporary nature of student performance." - p. 84

I appreciate this distinction because it emphasizes how SBL and SBG shift the mindset of all in the learning community to learning as a continual process in which growth and improvement are always possible.

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"Teachers should use a combination of two approaches to teach goal setting: (1) modeling goal setting and (2) explicitly teaching students goal setting." - p 54

The process of goal setting, to be valuable, must be modeled and taught!

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"Perhaps the most challenging aspect of moving to a standards-based learning environment from a more traditional classroom comes in the form of determining student grades."

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Additional opportunities to perform are in no way °extra ° (pg 95)

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Additional opportunities to perform are in no way °extra ° (pg 95)

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"A teacher can learn much about a student knows by watching him or her and then recording the results of that observation." P77. I agree with that. However, as a teacher, I can record it as a reference for myself only.

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"What teachers value, students will value" (56).

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"What teachers value, students will value" (56).

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"Oftentimes, a brief conversation or probing discussion with a student will better clarify whether or not he or she understands the content to the level of proficiency" (88).

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"Oftentimes, a brief conversation or probing discussion with a student will better clarify whether or not he or she understands the content to the level of proficiency" (88).