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Formative and Summative Assessment -Jeff Parenteau

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Formative and Summative Assessment -Jeff Parenteau

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I agree with Rick Wormeli on his view that formative assessments are just as, if not more ,important than summative assessments.  He states that many teachers spend more time on their summative rather than formative assessments, but that the real learning takes place with the feedback involved in the formative assessments.  I will definitely start focusing more on this in my classes now.

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I agree that homework should be practice and reinforcement of concepts learned in class. Differentiating and allowing students to practice at their level is important. Since we have Learner Qualities, we can address the responsibility piece without impacting grades.

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I agree that homework should be "counted" in the area of learner qualities as opposed to their grade. If a child meets the standard it should be reported as such.

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I agree with this video in that homework shouldn't affect the overall grade, but rather be aligned to something like learner qualities. Work habits and responsibility are important skills to instill in students, but content needs to be differentiated to meet the needs of a variety of learners. Homework should be reinforcement or practice of previously learned skills.

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A lower than expected grade received by a student may be more a reflection of the student's organizational & time management skills than than a reflection of their ability to comprehend the content being assessed. I liked the idea of working with the student setting up a calendar and mapping out the steps necessary to prepare for the test. Some students need to learn how to learn.

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Everyone is different.  People learn in different ways and at different rates.  Rick Wormeli emphasizes that teachers should not hold students to the same standards for meeting deadlines as we do for adults because they lack the skills and maturity.  I agree that it may take some students longer than others to learn a skill and their work should be accepted even if it is late.  However, if this is a regular occurrence, students can fall behind on other assignments, and feel lost or overwhelmed as they are trying to play “Catch up.”

I feel that it is important to know the reasons why students are not getting their work done on time so it can be addressed.  I have discovered that many 8th graders need guidance in managing their time and how to prioritize their work.
~Kim Carlos

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I think that there are really two different types of "late work" and deadlines that we should be considering.  Yes there are deadlines in the real world, but in many cases those deadlines can be flexible as well as long as the reason for the flexibility is legitimate.  The same thing must be held true for students.  If a student is struggling in mastering a concept or working on an essay, I am not going to penalize that student because they took longer than another student.  If a student just blows it off then that is different.  Deadlines don't have to be hard stops if you are seeing the foundation of what is going into the final product.  Also if we are really basing our reporting of progress on how a student performs against a standard in writing for example then why is how long it takes him relevant on that particular standard.  If a student is late because they blew it off then that can be addressed through learner qualities. The responsibility portion is important but if the mastery is our ultimate goal then we need to look at a way to balance it.

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Formative/Summative Assessments-Diane Petrarca Wormeli discusses the importance of both formative and summative assessment but states that even a summative assessment can be used as an additional formative assessment if a student is still not successful. Educators usually spend more time creating summative assessments but Rick suggests focusing more on the  formative as this gives feedback about where the student is and so teachers can continue to plan accordingly. I like the idea of using a summative as another formative if necessary but at what point do we need to just "move on" when there usually are always some students who are not successful in a particular skill or concept. 

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Formative/Summative Assessments-Diane Petrarca Wormeli discusses the importance of both formative and summative assessment but states that even a summative assessment can be used as an additional formative assessment if a student is still not successful. Educators usually spend more time creating summative assessments but Rick suggests focusing more on the  formative as this gives feedback about where the student is and so teachers can continue to plan accordingly. I like the idea of using a summative as another formative if necessary but at what point do we need to just "move on" when there usually are always some students who are not successful in a particular skill or concept. 

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Liz Gilkenson- Re Do's, Retakes, and Do-Overs

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Liz Gilkenson- Re Do's, Retakes, and Do-Overs

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In this video, Wormeli discusses the idea of digging a student out of a metaphorical pit. He said “What do I need to do so you are successful?” As a special education teacher, this resonated with me. It is discouraging when I see that some of my students already have that fixed intelligence mindset at such a young age, where they believe that they can’t do any better or that they’ll never get it. I am always looking for strategies in order to change their mindset to the growth mindset little by little. Wormeli speaks about how failure can be good, as long as the students then feel supported enough to come back from that failure. He also speaks about how it is our job to be sure that students complete their work and if they get a 0 we are just saying “It’s ok if you don’t learn this.”  It is crucial to make learning more compelling so that students are more motivated. I think we do this in our classroom through using technology and other hands on ways of learning in all subjects. Humans learn through trial and error in the real world, and I believe that that should also be applied in school as a way to reinforce concepts taught in the classroom.

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This video made me think about my gradebook in a different way. Rick suggests dividing your gradebook into formative and summative sections and also deciding which section has more weight. Of course, the summative will have more weight, but the formative data offers really great information for students, teachers, and parents. As Mark pointed out, grades are really about communication. I want to improve my communication with students in the hope that it will motivate them to perform better and learn more. I am wondering how I could "divide" my ASPEN gradebook. What would that look like? How would it affect the trend scores for individual standards

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Erika Morales - Re-do's, Retakes, and Do-Overs, Part 1

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Erika Morales - Re-do's, Retakes, and Do-Overs, Part 1

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In this video, Rick says teachers should cultivate a growth mindset in that if you don't know something now, with enough resources and effort, you can come to know it to the same level as anyone else.  To me, effort is the key word here.  There are those students that will not put in the effort.  I always allow for students to do retakes, but sometimes it is difficult to get students to do them if they can't/won't stay after school or find other time during the day to complete it.  One comment that surprised me is that research shows by doing something 24 times, you have only reached 80% proficiency.  However, it is difficult to allow things to be done over and over because of "curriculum overload".  It is true that there is just not enough time to get through everything I need to get through if I went at the most ideal pace for every student.

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According to the article, homework is not important in the grading process. Homework if given should consists of practice only. The practice should be on the student's level so different assignments are needed.

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I'm glad to see we're pretty much on the same page when it comes to late work.  I feel planes departing late, dental appointments running late, filing taxes late really have no place in this topic of conversation.  We, as teachers, are "teaching" children the importance of being responsible and holding kids accountable for meeting a deadline.

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As I read the comments regarding homework; I feel that there is a common thread; use as a tool for mastery of a skill. I try to emphasize the 3 "R" in my classroom: Responsibility, Reinforcement, and Ready to Learn. Responsibility promotes student accountability. Reinforcement promotes mastery of skill/concept. Ready to learn prepares students to be engaged in the class discussion.

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Should homework count?

This is a topic that has always been a topic of discussion no matter what grade level you teach.  I agree that homework should be practice to reinforce a skill that has been taught.
Our students have homework every night,  but not always written homework.  They should be reading and practicing number facts.  When parents tell us their child does not have homework, we explain that homework does not always have to be written and should be practice.

I do not feel that homework should be a part of a students overall grade because it is practice. We are fortunate that we have Learner Qualities and can use them to address homework.

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Rick discusses that grades transcend time.  He discusses that a teacher and a student should embrace communication.  Once communication is fostered and promoted the purpose of the content can be discussed.  Hence grades = communication.

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The video was interesting because there are many different views on homework out there. Homework should be utilized as a practice and differentiated when possible. If students have mastered a skill and if it´s appropriate, I feel they need to move to the next level of that skill or a similar one. This is where the differentiation comes in. Since homework is considered practiced, I feel it should be looked as a formative tool.

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Wendy Andre
I think homework is important and should be used for practice or reinforcement. Students need responsibility and need to be accountable. Homework teaches this. This video shows how teachers should utilize homework in the classroom. I agree with Kerry that as a teacher we can look at homework and see if students mastered it and then determine if we can move on or not.

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I thought this video was really interesting.  I have wrestled with this topic when scoring work that is late.  Do you take points off or not?  Now that we use standards based report cards you can't really bring a score down a level because that is not an accurate reflection of the child's ability to do the skill.  It helps that we have the learner qualities so there is an indicator on the report card to document that there responsibilities aren't always met or behavior is inappropriate.  I like how the presenter calls homework practice.  We give homework to practice a skill and not just assign busy work.  If they have the skill mastered there is no need for additional practice.  If they have not mastered the skills they need additional practice, even though some other kids did not.  Homework isn't always the same for everyone because everyone has different needs and ability levels.

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How Much Should Homework Count?

This video was very interesting because it is a topic that we have been discussing for years, even before we began Standards Based Grading. Rick stresses that homework is practice...he is absolutely right. There should NEVER be a time when a homework assignment is given on a topic that hasn't been focused on in class. I also think that it is a great use of time to develop differentiated homework since not all kids are a "one size fits all". Since transitioning to standards based grading, I have found that there are more students taking homework seriously...quite honestly...why should they. If the students can master the standards without the extra practice, then they are proficient. However, it has become quite clear this year that there is a strong correlation between those students that put the extra time in to complete their "practice" and the level of proficiency. Overall, if homework is used as it is intended to be used...as a formative tool...then it is quite beneficial...otherwise...I don't feel that it is necessary.

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Late Work

This is an issue that we have throughout the year. Students are absent, they miss work, then they need to get it in. I agree that some students will need more than a day or two but we can´t just look away and forget about what they owe. If we don´t make the students accountable they will never get things done. And if there are no consequences they will never learn to get things done in a timely manner, pay bills on time, show up to events on time later in life. How we handle late work and the consequences applied the later it comes in or never comes in teaches our students life lessons for later in life.

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How Much Should Homework Count?

This video focused on the role of homework and how it should be utilized in the class.  Homework is referred to as a practice, and it should be based on materials that have been previously taught in the class.  Homework should be given to see if students understand the content taught. The video emphasizes that the homework should be differentiated and based on each child’s individual needs.  It uses the phrase “Practice is not a one size fits all.”  I completely agree with this statement.  Homework should be used as reinforcement of content taught in class and should be differentiated to meet the needs of all students in the classroom.

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Redo"s and Retakes...
I do agree on the growth mindset. Each students will always learn on a different level. As teachers its so important to motivate each of these students and make learning compelling. I try often to relate each lesson to real life experiences so that students can feel somewhat of a connection to the project they are about to create. We  learn through trial  and error. I allow students the opportunity to reflect and redo assignments for this reason. With this being said, I do feel it is necessary to give some type of time frame for each assignment or they tend to lose interest or lack in the importance of the final  piece.

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I was just listening to an interview from a teacher who, while in their first teaching position, was required to give daily homework that must be graded and entered into the school's version of ASPEN. Each and every night! She beleived more on PBL and had her kids working on longer-term projects, so individual homework assignments didn't make sense. She hated having to make something up just to enter it in. Daily homework, for the sake of homework may not be the best use of time. I almost never, if not never, give kids work that has to be finished "by tomorrow." My assignments tend to be ongoing work that they need to plan to accomplish in their schedule. For example, on Sundays I make an Article of the Week available to read on the site Actively Learn. The kids need to have the article read by Friday. It's up to them to find a time in their schedule to read it. Then we work with the article on Friday and they have a constructed response due the end of the day on Monday. I understand that the kids are busy and want to give them a chance to "manage" their schedules and find times that work for them. When working on playlists, also, the kids work at their own pace and decide what they will do for homework. It works for us, for the most part, but these are older kids. I'm curious if others with younger students find the same thing.

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How much should homework count? Jen Degraide

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How much should homework count? Jen Degraide

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I agree with a lot of this video. I think that homework should be practice. I think that we need to be thoughtful about the homework we give to students. Differentiating homework is important so that it is practice for all students. It should take all students around the same time to finish. If one student is taking 3 hours to do an assignment that another student is doing on the bus on the way to school, that is a problem. With that said, if we were to differentiate homework nightly, that would take a lot of time to plan. Do students need to have homework every night? Are we taking the time to sit and correct each and every assignment that students complete for homework or are we just putting a big check on it to say that they did something? Also, with standards-based grading homework is tricky because if we assign it and there is a student who is not doing the homework but yet is still proficient in everything we are teaching, how do you grade the student? Technically speaking, they should be getting that 4 and then a low learner quality for responsibility and/or work habits because they know the material. What is that saying to the students that spend so much time and energy on the homework and are getting 2s on their report card because although they try their absolute best, they still do not get it? That is tough. I would think about why students are not completing the work. I know that there may be many reasons why a student may not be able to complete homework. Some reasons could be: different types of responsibilities when they get home like making dinner for their families, taking care of younger siblings, or going to all types of activities/sports between all of the children in the family. I know this is not always the case, but I just think it is important for us as teachers to think about the why. Another why could be that they have no clue what to do and they don't have a parent saying, do your homework or a parent that even cares at all about their education. I feel like we have a lot of high risk students that we really need to spend a lot of time and energy motivating because they do not have that intrinsic motivation or the parental support. With all that said, homework is definitely important. I do think it helps teach responsibility. I wish there was a perfect answer or a way for all parents to value education and be there to help their children with their homework, but unfortunately that is not the case.

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How much should homework count? -Andrew Larson

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How much should homework count? -Andrew Larson

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As a first year teacher I have found myself often wondering if homework should factor into a student's overall grade. I agree 100% with Rick and many others on here that homework in its basic sense is "practice." All homework assignments are typically an extension of what students have been working on in class. It is a great showcase for how much each student has learned and how well they can apply those skills. He makes some interesting points as to how students can often raise their grades and dilute their ability simply by completing homework. I agree with his point here, as many students who do not do homework will score just as well or even better as a student who completes their homework every night. So should homework factor in? I think it should as it teaches students to be responsible and take initiative with their work. The overall impact it has on their grades should be very minimal along the lines of 5% of their grade as many others have stated.

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I agree with Julie & Julie that at some point the student,  along with their family, need to take responsibility for their learning.  As educators we provide students with organizational tools such as their agenda, provide them with a chromebook to level the playing field, and are willing to communicate with parents.  We provide them with opportunities to “redo, retake, and do over their assignments.”  Yet some students are still not meeting success.   Brenda

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Formative Assessment and Feedback-- Tracy Enos

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Formative Assessment and Feedback-- Tracy Enos

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Fantastic discussion, Everyone!!! There are so many amazing ideas here. I particularly agree with Cathy about Formative Assessment. I try to spend lots of time on formative assessment so I can use it to plan our next steps. Sometimes, it's a struggle to plan manageable formative assessment activities that allow me to see it quickly and give feedback. We're fortunate to have convenient tech tools that allow us to do just that. I'd be happy to share my favorites if anyone wants to chat! To also comment on the late work issue, I agree with Concetta that we are establishing habits. In 8th grade, we're specifically working towards the goal of high school, but really those habits are established long before that. Some students have more support than others, but it's a goal we all work towards. Part of that habit-building comes when we help kids advocate for themselves. If they are having trouble or need a bit more time, taking responsibility can be speaking to the teacher or seeking extra help. I also encourage my kids to revise, revise, revise. Giving specific feedback is key. If anyone is interested, this website here is an tool I use when offering feedback on assignments. The structure really helps me focus my students.

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I agree that many students do not have the maturity, organizational skills, or simply home support to get assignments in on time. As teachers, I think we all realize this and are willing to extend deadlines , provide extra help, etc,. but at some point the work must be done.The idea that late happens in the real world is true, but the surgery still gets done! Therein lies the problem. At what point do you say no more extra time? Some kids would simply rather take the "0" than do the work.

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How much should homework count? Sue Patalano

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How much should homework count? Sue Patalano

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I agree with Rick Wormell in that fact that the word "homework" should be replaced with the word practice. I'm not sure if it would increase the amount of students who do it, but I feel the work homework automatically has a negative connotation. If we convince students that the more we practice something the better we get, they will hopefully catch on that it will benefit them and it's not just another assignment from a teacher. I also agree with him on homework being a separate grade that shouldn't influence the accuracy of a grade on a particular standard.  I do believe students can benefit from practicing a skill they have just learned. I also think teaching them responsibility at a young age is something they will use for a lifetime!

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Our rules consist of 5 Ps’ and one of the the P’s stands for Positive.  The students are encouraged not to exclaim, “I can’t do this” but to instead say, “I can’t do this yet.”

We encourage students  to revise, redo, and retake on a daily basis.  At some point students and families need to do their part too in order to help with their personal success.

It sounds great, but how do you make the students take advantage of the opportunity?  This has to become part of a student's routine and they need to master all previous years work of the academic concepts.

Julie & Julie

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Formative and Summative Assessment - Sabrina & Deb 

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Formative and Summative Assessment - Sabrina & Deb 

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We agree with Rick Wormeli when he talks about formative assessment being very important to student achievement and for feedback to teachers. In our Severe and Profound class we our constantly using formative assessment to measure student understanding and progress. We use formative assessment to modify our curriculum as needed for each student. It is used for behavior programs as well as academic/life skill areas. We find it difficult to use summative assessments with our population due to lack of retention of information and communication abilities.

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Differentiation Proficiency and Accountability: Late Work:

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Differentiation Proficiency and Accountability: Late Work:

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I found this video interesting.  I tell my students that middle school is the time to start figuring out patterns that will help them stay on track...especially as they get ready to go to High School.  Helping students to develop strategies so that they can learn how to manage these situations as they come up can help to set up a student for future success.  For example, if it's a time management issue, perhaps sitting with the student and showing them how to set up an event in Google Calendar would go a long way to help the situation...and also set up a pattern for success in the future.
~Concetta

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Differentiation Proficiency and Accountability: Late Work:

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Differentiation Proficiency and Accountability: Late Work:

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I found this to be an interesting video.   I believe that students should be held accountable for getting their work completed on time.  It is true that we all have to learn how to be on time for work , paying bills and many other things throughout our life.This is what I work on with students all the time.  However,  I feel that differentiation is important and some students are not capable for reasons to complete some assignments on time.  I am not speaking about the students who just don't care.  We need to look at each student and assess whether they are in true need of more  time.  This is something that I believe is already taking place in many classrooms.
Mary Ann Anthony

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How much should homework count?, Steve DeBlois

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How much should homework count?, Steve DeBlois

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I think that shift in mindset that Wormeli speaks of going from homework to additional practice is a relevant one (Seamus, Holly and others referenced). It is true that extra practice has been linked to higher achievement and higher test scores. In that way it could be looked at as an “intervention” taking place at home for enrichment or reinforcement of skills.

However I do think there is reason to question the necessity for homework to be assigned on a nightly basis without question or in high volume. I think there are times when the time of a child could be better spent engaging in family oriented activities, extracurricular programs, or simply playing/leisure time.

As far as how much it should be weighed in final grades...I think that 5% is fair. Especially at the middle and high school level where teaching kids the value of responsibility and learner qualities is essential. The outcome will show up in their grade in other ways too since they’re likely to perform much better on tests/quizzes/assessments if they’ve completed the homework. Taken collectively I think that homework plays an important role on multiple levels, but should be assigned in moderation and with a specific “practice”/enrichment/intervention purpose in mind.

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Differentiation Proficiency and Accountability:  Late Work: 

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Differentiation Proficiency and Accountability:  Late Work: 

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I agreed with Rick Wormeli when he said that "We should work side by side with a child" Teach them to respect deadlines rather than enforcing a zero. Many students need time to mature. Teacher support will allow them to become organized and comfortable with the process. If your not proficient in a particular skill how would you complete the task in a timely fashion??   It would take me years to fix a car.    I wouldn't know where to start.    I suppose that's how many of our students feel when it comes to math or reading.

Sue Zahaykevitz

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How much  should homework count? -Hollie Irving

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How much  should homework count? -Hollie Irving

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One thing I loved about this article was the fact that he referred to homework as "practice" instead of homework. I agree that when teachers assign homework that it should be based on their level and differentiated based on the students ability.  Homework should be a safe place for students and they should find success  when doing homework. It should not be something students do not want to do or view as something negative. The Role of homework should be an extension of learning. I agree as well that homework should not be considered irrelevant and that it should count for a portion of the grade  whether it is 5% or less or whatever a teacher considers an adequate amount.

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Leading Change: Guiding Teachers Toward Fairer Assessment and Grading Practices- David Johnson

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Leading Change: Guiding Teachers Toward Fairer Assessment and Grading Practices- David Johnson

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I found Wormeli's discussion of new practices and how to go about implementing ideas as a combined faculty to be very interesting. When he mentioned about it's okay to focus on trying one new thing a month because of how it ultimately leads to other related issues, I think he is noticing how teachers use the same kind of "whole picture" thinking to account for all aspects of a teaching or grading practice as they would when planning lessons that integrate different subject matter (like thinking about how a certain science lesson can also have elements that contribute to an ELA standard at the same time). He highlighted some great ideas about how leaders and faculty can collaborate to accomplish this school wide as well in a supportive manner that encourages contribution from each other instead of potential defensiveness.

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How Much should Homework Count Bridget Beliveau  

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How Much should Homework Count Bridget Beliveau  

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Interesting that he is calling Homework practice, since we have called it practice all. Along in band. What I find though is even if we call it practice some students will do it and some won't. So I am not sure if the nomenclature makes a difference, I do agree that it is tough to count in a grade. I would find that a challenge in traditional grading but lucky with standards based we have a choice in the matter and even then you hate to hear the child that says they never practice. It make s me cringe, especially because I feel it sets a bad example for the other students, And unfortunately kids don't always understand that the other kid may be successful without practice, while others need it. I do try to explain at the beginning of each year, one student may need to only go over a song once and another 3 times and another student 7 times and that there is nothing wrong with that as long as everyone's can play the practice songs in class.

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How Much Should Homework Count - Kerry Martinelli

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How Much Should Homework Count - Kerry Martinelli

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I agree with what Wormeli has to say in this video. I like to think of homework as "practice". Homework or practice should be differentiated based on the different levels of readiness. Homework, as he says, should not be one size fits all. I do think students need to "practice" thought and that it should still be assigned. I also agree on the weight of homework. I don't think failure to do homework should result in a failing grade. There are other factors to take into account, especially based on the demographics in WW. However, students need to be independent, responsible individuals and homework completion can be evidence of this. When a student "practices" and shows mastery of some sort it helps me, as the teacher, to know that we can move on.

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Difficult to measure with standards based...Many questions??? What is truly a 3 or 4.... How does college enrollment view standards based reporting?Is it accurate enough or will students be a at a disadvantage?

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How much should homework count?--          Deb Perrotta                                                          

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How much should homework count?--          Deb Perrotta                                                          

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I do agree with most of this video.  Homework is practice of concepts taught in class and should not determine a student’s grade.  However, I do agree with Lisa.  We need to foster a climate in which students see the benefit of practice which, in turn, improves their overall performance in the classroom.  In the real world, we practice and strive to be the best learners/teachers we can be.  The practice should come along as an intrinsic value for a student rather than a numerical value.

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Differentiation-Proficiency and Accountability: Late Work- Melissa Vesey

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Differentiation-Proficiency and Accountability: Late Work- Melissa Vesey

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I agree with the presenter in that students learn in different ways and at different paces, but his nonchalant attitude toward "adult" due dates is absurd.  Due dates are important and the sooner they learn that, the better off they will be.
I also agree with Jenna about curriculum.  Which is better?

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I like the phrase he uses: math "practice" instead of homework, however I do not agree with him about HW being irrelevant. I agree with Missy Pare-Rogers 100%. HW does teach responsiblity and accountability.  Communication as well.
He is realistic about these generalizations though- that sometimes a B student sometimes "moves up" to become an A student just because they complete homework each night. It's not fair to do that, knowing our demographic of students and the concerns/situations that happen at home. I agree with him and the % HW should account for.

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How do I Represent the Evidence of Student Learning? ~ Pam

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How do I Represent the Evidence of Student Learning? ~ Pam

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I'm struggling with this in my classroom now. I used to have the perfect spiral bound grade book where, with a highlighter, I was able to separate HW, Quizzes, Tests, and Projects. It made perfect sense to me and I was immediately ready to go each quarter. Now I have a clipboard with 'status sheets' that is a mess and stresses me out. And regardless the number of times Melissa Magiera helps me set up ASPEN, I can't SEE the big picture on one page.  So while I agree with Rick's ideas in this video of weighing formative and summative assessments, I have no idea how to go about it in a way that makes sense to me.  (Melissa, I may need another session!)

On another note, I'm concerned that parents are unable to understand standards based reporting.  Missy and I sat across a mom last year who was astounded that a 2 was not a B. I like that we've defined the learner qualities and sent them home this trimester. I'm not sure parents understand the wording of the standards themselves.

Finally, I miss the comments. There were some that were quite useful. And although I can communicate what I'd like to say in an email or conference, there is no permanent record of my impressions of the student for future teachers to reflect back on.

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How much should homework count? Patty Bentley I

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How much should homework count? Patty Bentley I

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agree with much of what the video points out that homework shouldn't impact the accuracy of the summative grade but in the music class, where practice is so important, practice is our homework. In our grading system we have a category for performance and an other category for work  habits. By separating the categories, the lack of practice would not impact the final grade in a performance.

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Agreed, Seamus! - Cristina

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How much should HW count?--Seamus Hearne

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How much should HW count?--Seamus Hearne

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The point that stands out to me is his final statement about HW should not influence the accuracy of a student's grade. Wormeli means to allow a student who does no HW still have the ability to earn the '5'.  I think this is a valid and important point.

I also like the switch in wording from 'HW' to 'Practice'.  While it seems like a minor shift, the simple rewording may stop any anxiety or angst at home. In thinking of the elementary grades I have worked with, this is certainly something I could find helpful.

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How Much Should Homework Count? - Kerry O'Neil and Fiona McIntosh

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How Much Should Homework Count? - Kerry O'Neil and Fiona McIntosh

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Fiona and I have had many conversations in the past about homework for students and how much it should or should not count. As stated in the video, we agree that the homework should be practice, an extension of what they have learned during the school day and NOT something brand new. We do however feel that if the students are taking the time at home to do the assigned work that it should be an a part of their overall grade. (Almost as a point system.) If a student does not understand what they are doing at least make an effort to do it. That way the teacher who has assigned the homework to use that as an accurate "gage" on how many students actually understood the lesson in the class that day. And we agree that they will be expected to complete homework in high school and in college....good life lesson.

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Formative and Summative Assessment: Critical Feedback for Learning - Cathy Boutin

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Formative and Summative Assessment: Critical Feedback for Learning - Cathy Boutin

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The video reminded me that I should be putting as much effort into formative assessments as I do into summative assessment. If a summative assessment doesn't go well, it could easily become a formative assessment. I could use the assessment to reflect on how I could do things differently. My feedback should help move students' learning.

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I thought “Standards-Based Grading: Maintaining Grade Integrity” brought up some valid points regarding the shortcomings of a 100 point scale especially when giving a zero which covers a 50 point spectrum and makes recovery an insurmountable task. With Standards based grades, a zero in a 5 point scale results in a greater chance for the student to recover.

Philosophically, it is hard to argue that standards based grading is presents a far more accurate description of a child’s progress,  By breaking down a grade into smaller categories a teacher can accurately measure a student achievement and identify areas of weakness. When combined with strategies such as formative and summative assessment, this system paints a truer picture of student achievement.

PARENTS VIEW…..However, from the realistic viewpoint, I find it rather interesting that many of these educational experts fail to address a key component in this equation: the ability (or lack of) of the parents to interpret standards based grading.  Report cards are a tool of communication.  As someone who spent decades in the printing, I was taught to make your product appropriate for the reading level of the audience.  Many parents do not understand our standards.  I attend my son’s PTC meetings.  Standards based is not that popular with parents. I think if surveyed parents and asked “How Many parents thoroughly read their child’s report card?” I think we would be greatly disappointed in the results.    They paint a clearer picture of progress, but do they serve their main function of a report card: communicating levels of achievement to the parents?

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Maintain Grade Integrity- Cristina Alvarado

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Maintain Grade Integrity- Cristina Alvarado

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Rick Wormeli brings up great points in this interview. We have been accustomed to using the 0-100 point scale but it is time to reflect upon what it means, especially the 0s. If we want grades to reflect what the student knows & is able to do, standards-based grading can help with that. It's time to "stop averaging grades" if we want to have a clear & valid representation of what students have learned & can do.

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Re-do's, Retakes, and Do-overs Part 1 - Kristen Mitchell

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Re-do's, Retakes, and Do-overs Part 1 - Kristen Mitchell

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I liked how he pointed out that in the real world people are allowed to retake professional exams like LSATs until they pass.  I agreed with much of what he said in this video.  If you  give a student a zero and don't let them redo it, it's like saying that they don't have to learn it.  If they didn't need to learn it, why did you assign it in the first place.  Kids should not have the option of not doing something, especially if they don't care if they fail.  I liked that the consequence of not doing your work in his class is doing your work.  He said that weak teachers hide behind the factory model of teaching, where students must meet deadlines and won't be allowed retakes.  I thought that was harsh but it's true that teachers who allow redos have more work to do.  They are more effective because their students are recovering
from failure.

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Re-do's, retakes, & Do overs - Nancy Lydon

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Re-do's, retakes, & Do overs - Nancy Lydon

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There were some valid points in this video. I liked setting ground rules and showing proof that you have re-learned the material before the re-take. It is showing them that it takes more work and effort to re-do the assignment compared to completing it on time/correctly. The responsibility is on them to follow through. But what about the kid who just doesn't do it? There are more and more of those as the years go by. How do we hold them accountable?

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Proficiency and Accountability:  Late Work-Michael DiBiaiso

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Proficiency and Accountability:  Late Work-Michael DiBiaiso

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I feel that this presenter is living in a fairy tale world to some extent.  If Americans are often routinely late for deadlines, appointments, etc. it is because WE AS A NATION HAVE ALLOWED IT TO HAPPEN!  See if that flies in other countries like Germany, etc. where promptness for appointments and meeting deadlines is considered to be a sign of character and lateness is frowned upon my the majority of its citizens.

That being said, math is one subject that lateness and uncompleted work can be a detriment to mastery when one considers that each lesson is an extension of the previous one.  To tell a child to have an assignment completed for the next day is NOT abusive (my apologies to all of my liberal thinking readers); rather, it is necessary to provide a foundation to build on in the forthcoming lessons by insuring that the student is keeping up to date with the necessary work relevant to mastery.

So should those students who simply ignore the work or just refuse to do it be given a pass?  The answer is a qualified "maybe" depending on the reason (i.e. lack of understanding, special circumstances at home, etc).  However, these should NOT be used as ongoing excuses.

Deadlines are also training for real life (despite what the presenter says). In the real world, a person who consistently misses deadlines and takes excessive time off will eventually be fired. We are preparing children for the real world in which some jobs have real consequences for ignoring deadlines.  (What happens if a nurse fails to administer critical medication on time, a lawyer fails to file a suit by the deadline, or a country fails to capitulate to demands while the president's finger is on the Nuclear button?)

I teach 8th graders, many of whom will be driving automobiles in a couple of years and will be legal adults within 4 years. When, then, should we demand accountability?  According to the presenter, probably never! After all, according to him, it really doesn't exist!

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How Much Should Homework Count? - Melissa Clifford

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How Much Should Homework Count? - Melissa Clifford

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I agree that homework is practice and that there are some students who do not do homework who still demonstrate mastery of the subject.  However, the majority of the students I work with need the practice and need to develop positive work habits.  They will be expected to complete home work assignments in high school and college or they will not receive credits.  And completing assigned tasks and remembering to turn them in is a life skill that extends far beyond school.

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Differentiation-Proficiency and Accountability: Late Work- Leonora Crook

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Differentiation-Proficiency and Accountability: Late Work- Leonora Crook

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I feel offended by this video. I use differentiated instruction, modifications and I don't appreciate the industry I have chosen as a career being compared to a factory. The idea that teachers don't consider the needs of their students is ludicrous. Teachers are constantly reflecting on how to better develop their skills and teach students not only their content but also instill the importance of accountability. Do we want to live in a world where people believe that they can be late for their jobs, their mortgage, their credit card payments, etc.?

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Late Work - Totally agree, Tessa!!   As teachers, we need to develop responsibility in students.  If surgeries start late, that does not mean that the surgeon was late; it merely means that the prior surgery was more  intense than was planned.  Luckily,  the surgeon knows it is his/her responsibility to complete the surgery.  I bet he/she learned that in middle school...Cindy

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Late Work - Totally agree, Tessa!!   As teachers, we need to develop responsibility in students.  If surgeries start late, that does not mean that the surgeon was late; it merely means that the prior surgery was more  intense than was planned.  Luckily,  the surgeon knows it is his/her responsibility to complete the surgery.  I bet he/she learned that in middle school...Cindy

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Differentiation- Proficiency and Accountability: Late Work- Jenna Deveines 

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Differentiation- Proficiency and Accountability: Late Work- Jenna Deveines 

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I feel like this touched on a couple different important topics. One was when he was talking about getting through the curriculum by the end of the school year.  He mentioned that teachers rush through the curriculum and students tend to not grasp the concepts as well.  He said that if we were to slow down and teach at a slower place the curriculum would end up taking us to grade 22.  Since this doesn't seem like a logical option, what is a better way?  Is it okay to go at whatever pace is needed to finish the curriculum and move on to the next topic even if many are struggling... or is it better to move at whatever pace is necessary so that most students grasp the material and have a better understand.  This would lead to students entering the next grade, possibly not learning certain topics at all yet, but they would have a higher understanding of the topics they did cover.  Which is better?

The second thing that stood out to me within this video was late work. My biggest question with this though is what can they get for a grade? Can they still get a 5 if they hand it in a week late but it is great work, or can they only get a 2 or 3? Would it be fair for them to receive full credit when other students turned it in on time? I am for accepting late work but feel like handing it in late should lower the grade a little bit.

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Re-dos, retakes and Do-overs Part 2-Julie Passafaro

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Re-dos, retakes and Do-overs Part 2-Julie Passafaro

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I liked this video talking about the ground rules as well. During the first trimester, I made it the responsibility of the students to come to me if they would like to retake the quiz or test. However, many didn't come forward. Therefore, while everyone has the option to re-do, it is mandatory that students who receive a 1 or 2 re-do and come to a study group prior to the re-do. A paper goes home with the student for the parent's signature and for the student to circle when they are coming for a study session and when they will retest from the options I give them. This has gone okay. While moar students return the form the next day, as required, I still feel like I am chasing some down for the parent signature. I will send emails to those parents, but sometimes I do not get a response. I will utilize his idea of sending home my re-do policy at the beginning of the year so everyone has an understanding of the policy. I'm still getting stuck on the students who give me a time and date that they are going to come to a study session or a re-do session, but never show. I will utilize the time in Academic Strategies when I can. I am also still puzzled on what to do if they student shows no interest in retaking the test and I am not hearing back from the parent.

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Re-dos, retakes and Do overs Part 2 - Sabrina DiMasi

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Re-dos, retakes and Do overs Part 2 - Sabrina DiMasi

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I liked this video and what it had to say more than part 1 of the same topic.  He explains that there needs to be some "ground rules" for re-dos in the classroom so the kids don't take advantage of it.  I agree.  I know every kid can have a bad day, or might not understand the material fully due to confusion or lack of preparation, and I always give kids the chance to better their grade.  The rules in my classroom are that if they got a 3 or below they can retake or redo the assessment.  I only allow a week for redos or retakes to keep my grading simple and so I'm not chasing them.  And I always tell them (I teach mostly 8th graders) that it's their responsibility to make the appt to come see me for the redo, I won't chase them. I also usually make the redo a little harder so it discourages them from doing poorly on the first version of the assessment. I don't agree with the statement "how dare we as teachers stand in the way of a kid getting a better grade." Sometimes, kids need to learn that a "B" or a 3 is the best they will get because they need to work harder next time. I do believe that making them accept a grade like a 3 is a way of teaching them responsibility and that the onus is ultimately on them to learn and persevere when they don't get a perfect grade.

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Completely agree! Seems like we would be lowering our expectations... -Colleen

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School Leaders working with Faculty- Examining Core Values- Colleen Ouellette

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School Leaders working with Faculty- Examining Core Values- Colleen Ouellette

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I completely agree that when we are focusing on issues that may seem separate, they are often intertwined and require a culture change among faculty in order for a successful buy-in.  Having a safe space for teachers to not only express ideas, but also a safe space to fail, is important.  We tend to learn the most from our mistakes.  Having a "judgement free zone" would allow teachers to feel comfortable trying new things and expressing their ideas and core values and would lead to more successful shifts in school culture.

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Chloe I totally agree with you. In PE Standard's Based Grading is really not telling the student or parent very much. When we were able to do our comments and giving a grade it let the student and parent know where they stood. 

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Chloe I totally agree with you. In PE Standard's Based Grading is really not telling the student or parent very much. When we were able to do our comments and giving a grade it let the student and parent know where they stood. 

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I had a 9th grader tell me he was shocked he was getting an F in two subjects this year. He did not think you could actually fail a subject.

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How Much Should HW Count?  Standards Based Grading: Maintaining Grade Integrity-Joe Lancellotta

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How Much Should HW Count?  Standards Based Grading: Maintaining Grade Integrity-Joe Lancellotta

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The presenter discusses how using zeros to grade on a 100 point scale do not accurately reflect a student's achievement.

I agree with Chloe in that we were not supposed to just convert 90s to 5s, etc. Unfortunately, parents think that way and do not get the fact that a 4 is meeting the standard and a 5 is going above and beyond. They assume that a 4 is an 80 and that their child is not doing the quality of work that the parent wants or expects from their child.

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How Much Should HW Count? ~ Lisa Le Campion

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How Much Should HW Count? ~ Lisa Le Campion

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This video stresses that first of all, it shouldn't be called homework, but "practice." I agree with Rick Wormell's statement that for some students homework doesn't always reflect student achievement. In my opinion, the issue is trying to teach students responsibility. And obviously, for certain subjects if students don't complete their "practice", they will never master specific required skills.

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Standards Based Grading: Maintaining Grade Integrity- Chloe Robitaille

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Standards Based Grading: Maintaining Grade Integrity- Chloe Robitaille

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This video explains why using 0s on a 100 point scale (or using a 100 point scale with letter grades at all) ends up not reflecting student performance accurately.  The idea is that whether the student has a "large failure" (doesn't turn the work in, scores a 0%) or a "small failure" (scores 50% when an F is anything less than a 60) it is still a failure.  In both scenarios, the 0 and the 50 both signify that the there is no evidence of student learning, therefore there is no need use different numbers to represent the failure.  On a different scale, Rick uses a 4.0 scale as his example, both the 0 and the 50 would end up as a 0.  My question is that in the roll out of standards based grades at DMS I got the impression that we were not supposed to be converting between the 100 point scale and standards based grades (i.e. 90+ = 5, 80+ = 4, 70+ = 3, 60+ = 2, <60 = 1) however, Rick seems to be comfortable doing this in the video.  I'm wondering if I am correct in my understanding that according to Rick it IS in fact okay to do this.  If so, is there a way that as a school we can decide what a 1, 2, 3, 4, and 5 mean on the 100 point scale?  This would be helpful in trying to grade any type of assessment that is not open-ended.

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Mark I had the same ideas. Chasing late work is one of the most stressful parts of the job, and requires me to be the most organized. When I tell 5th graders they have late or missing assignments they look at me like I am crazy. I also then have to provide another copy, because they lost said missing work.

I also didn't agree that "lateness happens all the time and we have to learn to deal with it" sets a good example. If we teach students the importance of promptness can't we change that mind-set that lateness is acceptable?

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How Much Should Homework Count? Christina Pimentel

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How Much Should Homework Count? Christina Pimentel

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This video discussed the role of homework and how it should be used in the classroom.  Homework is practice to what has already been taught in the class and a student comprehends.  "Practice is not one size fits all" and should be differentiated based on each child and what they have mastered in the classroom.

I do agree with homework being practice of topics already taught in the classroom and used for reinforcement.  I believe homework teaches a student responsibility.

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How Much Should HW Count?- Melissa Pare-Rogers

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How Much Should HW Count?- Melissa Pare-Rogers

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The video discusses the role of HW~to practice what is already learned.
HW is formative in nature, meaning it tells the teacher what the students knows and leads to the skills he/she needs practice (baseball analogy of hitting or ground ball practice)
Based on this role of HW, counting it for even 10% falsifies the student's grade because the grade does not accurately represent what the student knows of the Standard.

My thoughts:  While I agree with the logic of what is said, there is a part of me that still says,  HW has other roles besides by practicing , including but not limited to teaching responsibility,  working independently, persevering,  In many of my conversations with parents, I hear, "My son/daughter earned a 4...I'm very pleased, yet the student's learner qualities are 2's....."  Until learner qualities receive equal weight in the eyes of parents and students alike, I struggle with not having HW count for more than 5% of  student's grade.

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Differentiation-  Late Work -- Mark Maziarz

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Differentiation-  Late Work -- Mark Maziarz

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The moral of the video is that "in the real world, lateness happens all the time; we have to learn to deal with it.  The education philosophy needs to be more like the real world."   My concern is that most middle school students do not have the maturity and organization  skills to say "h yeah, I still have XY&Z to do from three weeks ago."   Teachers are the ones who will be taking the brunt of this... :(