Grading from the Inside Out by Stephanie Lammlein

Grading from the Inside Out by Stephanie Lammlein https://padlet.com/slammlein1/2rq25huu0ql7nfjp Summer Reading :-) en-us 2023-06-02 01:08:01 UTC 2023-08-23 16:59:06 UTC hello@padlet.com https://padlet.net/icons/png/1f31e.png A lightbulb moment! slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2638989580 As you read through Grading from the Inside Out please share your aha moments!]]> 2023-07-05 20:35:21 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2638989580 I need to chew on this for a little bit... slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2638995699 What is something you have read in this book that stuck with you but you still need to think through it...]]> 2023-07-05 20:57:12 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2638995699 Chapter 1 slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2638996838 What is your biggest takeaway from chapter 1? What immediate action will you take as a result of this takeaway?]]> 2023-07-05 21:01:44 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2638996838 Chapter 2 slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2638997884 What quote represents your biggest takeaway from chapter 2?]]> 2023-07-05 21:06:02 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2638997884 Chapter 3 slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2638998646 Of the 5 myths which one resonated the most with you?]]> 2023-07-05 21:09:14 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2638998646 slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2639160537 Madison Cambria

I have always supported the idea that students shouldn’t be penalized for presenting evidence of mastery later than they were expected to turn their work in. However, I do think our Personal Agency LO’s will be the hardest to follow through with because timeliness and awareness are a huge part of personal agency. I think it definitely can be done, but needs to be thought

]]> 2023-07-06 01:42:35 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2639160537 slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2639162423 Madison Cambria

The building codes analogy - that there should be a set of norms or focal expectations as a district with grading, but that the execution can look different - just as homes all look different although they still need to be up to code. Teachers can work towards the mission AND have their autonomy/creative freedom.

]]> 2023-07-06 01:44:23 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2639162423 slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2639163185

Anonymous

My biggest takeaway from chapter one was that work ethic and timeliness should not be reflected in the grade book unless they are being assessed on personal agency. So moving forward I will be changing how I grade late work in my class.

]]> 2023-07-06 01:45:10 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2639163185 slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2639163659 Madison Cambria

That feedback can and should be what students crave, not the grade itself! Moving forward, I want to really elevate the feedback that I give my students, and I want to give it in different forms (verbal, written, peer, etc.). Different types of feedback are valuable in different ways.

]]> 2023-07-06 01:45:39 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2639163659 slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2639164590 Madison Cambria

“The question for the confidence test is, Do my grading practices contribute to student confidence, or do they raise anxiety?”

]]> 2023-07-06 01:46:36 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2639164590 PURSUIT of Proficiency https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2640828244 School is not a completion of activities. Instead a PURSUIT of proficiency. I need to put this at the top of every lesson plan and instill this mindset into our students. 💜 this! ]]> 2023-07-08 12:38:09 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2640828244 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2640913616 I like that it makes a point to mention that "school is no longer about the completion of a series of activities, but rather the pursuit of proficiency as a set of outcomes that students achieve through the instructional experience." I think that too often teachers don't do enough backward planning and think about units in terms of daily activities rather than desired outcomes. ]]> 2023-07-08 19:29:20 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2640913616 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2640913927 "Do the grades I report accurately reflect my students's true level of understanding?"]]> 2023-07-08 19:32:04 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2640913927 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2640916535 None of these surprised me. Having been at Bio-Med for a while now, this all lines up with my experience. However, one sentence in Myth #1 stood out to me: "At best, retention has no positive effect on student outcome." While I think that's probably true, I do wonder if that's more about how our country treats retention rather than the act of retention itself. In the U.S., we tend to see something like retention as the ultimate failure, and we cannot abide failure in the United States. However, other countries -- like Finland -- treat retention very differently. In Finland, if you haven't passed a class, they don't see it as a failure. They see it as the student needing more time to comprehend and practice those particular skills. Sounds like mastery, doesn't it? So, while I agree that retention can be detrimental to students, it really SHOULDN'T be. Some students just need more than one try at a subject for a variety of reasons, and depending on the timeline, that could mean taking the course over again, and in my experience, that's sometimes the best strategy for student success. It's all in how we frame it as a school and as a society.

]]> 2023-07-08 19:51:39 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2640916535 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2640917924 A sentence in Myth #1 that did bother me though was: "If we accept mediocrity, then we send the message that mediocrity is acceptable." Again, while I understand the intention of this statement and can support it in most cases, I honestly think it's okay to be mediocre at some things in life, especially those a person is not particularly interested in. Does everyone have to be excellent at everything? Isn't that a lot of pressure to put on a person?

For instance, I'm incredibly mediocre at sports. Could I get better with a lot of practice? Sure! BUT I DON'T WANT TO. It's not an interest of mine, so if I have to do something sports related, isn't it okay if I'm just mediocre at it?

On busy days, when you get home late and just throw together some boxed pasta and canned sauce, isn't that okay sometimes? That's a pretty mediocre meal, but it can still be satisfying and nourishing. Do I have to cook a gourmet meal every night?

This is where grades fail entirely. I've had students take my classes who didn't care one iota about their actual grades as long as they passed, but they told me they still got a lot out of the class. They still learned. In one case, a student told me that my class changed her life. She got a C in the course. Which is more important, the grade (which was the definition of mediocre) or how it affected her as a person? I know which one is more important to me.]]> 2023-07-08 20:01:31 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2640917924 Chapter 2. bhill115 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2641114184 In chapter 2 my biggest takeaway was the idea stems from the section of Balanced assessments and the idea that "the knowing-doing gap is still the assessment challenge more teachers must work to overcome". The reality is finding the balance of assessing what students versus not just what they do is challenging especially as we have students who have built this idea around they will only attempt work that has an LO grade attached. Finding a way to get students to engage in practice or formative assessments without a summative assessment being attached is the ultimate challenge in finding this balanced assessment practice and something I hope we can continue to find strategies to help our kids improve. We don't want to assess the practice work but we need students to engage in authentic formative assessment to provide the feedback and encourage growth. I think this is where having a personal agency LO is helpful to us as a district. ]]> 2023-07-09 14:16:57 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2641114184 bhill115 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2641193652 "Grading is as emotional as it is clinical for students so the residual effect of any assessment experience must be one that nurtures the growth mindset."

]]> 2023-07-09 20:11:53 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2641193652 slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646492986 Chapter 4

Can you identify one or more aspects of YOUR current assessment practices that already embody a Mastery mindset?]]> 2023-07-17 15:55:14 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646492986 slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646493888 Chapter 5

When reassessing students, what is the most challenging part, and what strategies have you tried to remedy those challenges? ]]> 2023-07-17 15:57:47 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646493888 slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646494458 Chapter 6

With group work, how do you control the accuracy of the assessment for each student? What new strategies are you planning on trying this year?]]> 2023-07-17 15:59:26 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646494458 slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646495613 Chapter 7

Which of the four quadrants represented in the can't-do/didn't-do approach is the one you are the most effective in handling?]]> 2023-07-17 16:02:38 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646495613 esalmen https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646511849 "The much-needed mutually supportive relationship between formative and summative assessment is fractured when traditional grading pracrtices compromise the integrity and accuracy of determined levels by including nonlearning factors (such as punctuality) in one experience (grading) but not the other (learning)]]> 2023-07-17 16:49:59 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646511849 esalmen https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646513243 I liked the quote "The balance between formative and summative assessment is analogous to the relationship between practice and games." I want to effectively use formative assessments more than what I have been doing. ]]> 2023-07-17 16:54:09 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646513243 esalmen https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646513750 "Grading practices must also serve the big idea of establishing, sustaining, and growing student confidence about potential successes"

I think the focus here should be more on the feedback and how we give the feedback. Obviously, for students who do nothing, any test would not be confidence building. But how we give that feedback might be able to reach that student (assuming that they actually read and value the feedback)]]> 2023-07-17 16:55:59 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646513750 esalmen https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646514276 "Students are no longer held accountable" This one is difficult for me, especially on how Otus grades. I had a student LAUGH at my face when they turned in a blank midterm because they knew that in a month or so that the midterm means nothing. ]]> 2023-07-17 16:57:41 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646514276 jbates59 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646608975 One of the things I really focused on last year was what group work actually is. Too often I see Bio-Med students use the "divide and conquer" strategy, which certainly has its place but isn't truly collaborative. We had several long conversations about what group work is, and that it's not enough to just complete one section of the project. It is everyone's responsibility in the group to understand the big picture, to check in with each other, to understand and even be able to present someone else's content in the group, to help, to support, and yes, sometimes even step in if the need arises. Having those conversations really helped the students understand what collaboration really is, and they rose to the occasion. I think we often assume they understand what collaboration is, and we don't define it for them enough. If students are being truly collaborative, then the grade of the group should be accurate.

There are obviously some exceptions, but I think those can be handled on a case-by-case basis. ]]> 2023-07-17 22:00:00 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2646608975 Accountability https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647144302 Changing the way we hold our students accountable. The author states that using punitive grading had its time and place and that time is over, but what are some alternatives? For us, could we assign a personal agency LO to every graded assignment and then use that to reflect on their professionalism?

-Morgan Brunner]]> 2023-07-18 11:05:16 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647144302 lpawelkowski https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647194651 "standards can be raised only by changes that are put into direct effect by teachers and pupils..."
Next year, I want to help support teachers' work through my conversations with students and families. I would also like to be a resource to help teachers navigate using more formative assessments. I am more than willing to jump in and help out in the classroom if teachers need more help to give them time to provide feedback or assessments. ]]> 2023-07-18 13:02:17 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647194651 lpawelkowski https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647200862 "Myth 2: Standards-Based Grading is More Work for the Teacher."
This myth is a mindset shift that many of us needed to make quickly after coming to Bio-Med. I struggled to understand how I would use our new LOs. Once I did, though, cyclical learning and learning through the lens of skills is more authentic. ]]> 2023-07-18 13:11:55 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647200862 esalmen https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647205643 Grading based on mastery. When I go through students tests, I do look for silly mistakes, but I also look to see if they understand the concepts or not. Because of this, I add an additional LO on every test for precision. This is my way of keeping the students accountable and to check their own work for silly mistakes.

Additionally, on every assessment, for the last 5-10 minutes, I give the students a warning to give me "sentences". Many times a student will get stuck on something. I give them the opportunity to write me a few sentences on what they need to do in order to solve a particular problem. This will give them more credit than just leaving something blank. Additionally, if a student KNOWS they are wrong on something and can clearly tell me why they know their answer is incorrect (and they cant find their error), I will give them more credit than just writing down a wrong answer. I am trying to build the skill of identifying their own errors and clearly explaining what has went wrong.]]> 2023-07-18 13:21:59 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647205643 esalmen https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647211235 For me, the most challenging part of the re-assessment process is the time. I know that there are way more time effective ways that I could go about this though. I like my re-assessments happen doing our mastery appointments (during advisory). After a student has first shown up to a mastery appointment to review some topics, I have the student sign up for a second appointment. During that time, I will have the student work on something directly with me or present something to me (Their choice). While they are working or presenting, I will ask them questions about the content and what they are doing (and why they are doing it). These answers are vital for demonstration of mastery.

I am personally not a fan of re-tests, test corrections, or additional work (assignments, additional projects, etc), because it feels difficult to authentically gauge their level of mastery. ]]> 2023-07-18 13:32:45 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647211235 Standards-based mindset jhunter142 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647334128 I like the 3 components of the standards-based mindset and like the venn diagram on pg. 5
1. Give students full credit for what they know.
2. Redefine accountability.
3. Repurpose the role of homework.]]> 2023-07-18 18:12:01 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647334128 Modern Assessment Paradigm jhunter142 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647335168 Love the idea of students achieving through the "instructional experience" on pg. 8 - it is not the completion of a series of activities but proficiency of outcomes through the instructional experience. ]]> 2023-07-18 18:15:10 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647335168 Standards not standardization jhunter142 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647335856 Pg. 10 architect/building analogy and the creativity and freedom to demonstrate knowledge in different ways]]> 2023-07-18 18:17:22 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647335856 Balanced Assessment jhunter142 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647337272 I love that it explains how you have more practices than games, more rehearsals than performances. Formative and summarize do not necessarily have to be equal and this is a struggle for many with some concepts. Each student should be given opportunities to show formative growth before a summative opportunity. ]]> 2023-07-18 18:21:22 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647337272 esalmen https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647339349 This is still a bit difficult for me. I do make each of the students type their work in different colors (and in their school gmail account), so I can at least see what they did (Yes, I know that someone else can easily type that work in for them).

LO wise, I do have group level LO's (That everyone gets the same), but I have added individual LOs that each person gets different from their group mates.

I do give class time to work on group projects/assessments. While they are working, I am listening to conversations, taking notes, and watching who is doing what and who is participating. There are some students who help delegate/organize and might physically type less than the others. I pretty much take a note of what everyone in each group is doing.

Depending on the project, I have collaborative portions and I have individual portions. I encourage their peers to help when they can by using the comment feature as well. I have noticed some students leaving copious feedback for some of their peers (which makes me happy!)

This is an area where I can really grow and gain some insight. I would love to hear what everyone else has done. In the past I have done "surveys" about the distribution of work. I have never seen this be effective. I generally see friends = best partner ever and anyone else as either okay or did nothing, especially when I try to differentiate the groups into high, mid, and low performers... Usually the high performers run away with the project, do what they want to do, and then complain copiously on how they did absolutely everything, while not letting any of their peers do anything because they want to make sure everything is correct). This is why I like walking around while students are working so I can actually see first hand on what the students are doing.

Bring me your suggestions! Would love to hear them!]]> 2023-07-18 18:28:38 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647339349 Summative vs. Formative bmcdonald65 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647344482 In our 'Mastery' system, the Summative Assessment also serves as the Formative; to make that most effective, feedback should be timely and focused, as stated in the book... and also actionable. To increase the efficacy of this mindset, students should be able to achieve 'High Performing' (not just 'Mastery') by making improvements based on the feedback they've received. Also, while I'm on the subject, our highest scores should be "MASTERY" instead of "High Performing"; and what we term "Mastery" should instead be termed "Proficient"... That is all. Carry on. ]]> 2023-07-18 18:43:47 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647344482 Grades must "strive to establish, sustain, and grow student confidence. " They are not punitive. They are not a way to show work completion. Mastery is showing a student's grasp of the information. Too often we rely on checking the box of "done", but is that really showing mastery. I will create my rubrics going forward with this in mind. https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647474856 2023-07-19 00:41:26 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647474856 "Why would confidence be important to adults and not to students?" emacsurak https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647477811 2023-07-19 00:44:25 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647477811 emacsurak https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647479043 Students are no longer held accountable. - The focus is on the learning, the process, the effort. We need to prioritize the importance of the pieces that are assessed for mastery. Students are held accountable by the process and the completion, not a grade.]]> 2023-07-19 00:45:57 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647479043 emacsurak https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647480536 I attempt to provide my students with the ability to keep trying, make mistakes and redo. This is often difficult in the specials setting due to time, but the grace to fail and make corrections is always present.]]> 2023-07-19 00:47:46 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647480536 emacsurak https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647484849 Time. We complete large scale projects that are not often able to be completely redone. Therefore, I stop and assess with the students often during the process to see if they need to make changes or redo sections as we are working. I actively monitor the process of the work with the students. I also give opportunities with the same tools, skills, and standards in different formats so that the students have a chance to grow and "try again" But time is always the struggle ]]> 2023-07-19 00:53:00 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647484849 emacsurak https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647487756 I do attempt to have one student responsible for a piece to present. Part is group and collaborative, part is independent. I also often assign "jobs"and have students work with the a group contract. With older students, I have them anonymously grade their teammates as well. I need to be better with the individual component for ALL my projects.]]> 2023-07-19 00:56:38 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647487756 emacsurak https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647489542 I am best with the Didn't Do- Infrequent. I hold kids accountable and will not let them move on to the next tasks until the have shown previous mastery. This is hard with the Chronic kiddos, they dig themselves so far they struggle to meet the necessary steps. In tech and eng, you really need the spiral and build. Especially with the tools and skills. When they are missing such gaps- I often struggle to get them caught up.]]> 2023-07-19 00:58:47 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647489542 Mediocrity emacsurak https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647490827 Mediocrity is unacceptable. Don't grade sub-par work. Encourage the process the learning. Help them showcase mastery.]]> 2023-07-19 01:00:09 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2647490827 Quotable bmcdonald65 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648051595 "We've managed to change the question from 'Can I?' to 'How can I?'" That's the mindset we want to develop in our students (and ourselves), for sure. I also liked the point about figuring out which assignments are Essential for a student and which may not be. This begs the question, Can an assignment be Essential for a particular student, but Unessential for another in that same class? And what might we base that answer on? ... Pre-assessments? Test scores? Past success? Writing this out, the answer seems to be an obvious Yes. Hmm... One more thing, he mentions confidence and creating 'winning streaks'... but don't we learn more from failure than from success? ]]> 2023-07-19 18:34:26 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648051595 lpawelkowski https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648584392 At the beginning of the large PBL, I would have my students sign a group contract. Students would outline who is working on what part of the project, group norms, etc. This helped me when I graded the PBL to know who did what work. Additionally, I would ask students to complete a reflection at the end (usually a google form). Students would rate their group members and themselves on the attributes. They would also provide what level of mastery they thought they earned. Students were really brutally honest about how they participated in the group, grading themselves lower than I thought they deserved.]]> 2023-07-20 12:07:04 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648584392 Reassessing and Decaying Average jbates59 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648767956 The section on reassessing made a lot of sense to me; however, I wonder if reassessing AND having a decaying average isn't overkill since both seek to do the same thing?

Also, in terms of reassessing, I really struggle with what that means in terms of work load for teachers.]]> 2023-07-20 19:58:02 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648767956 Levels of Proficiency jbates59 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648768301 I really liked the wording the book suggested for levels of proficiency, and I thought the rubric description was spot on.]]> 2023-07-20 19:59:35 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648768301 jbates59 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648768813 In ELA, since our standards have always been skill-based, we are constantly reassessing the same LOs, so students have multiple opportunities to demonstrate mastery. Plus, if a student wishes to demonstrate new mastery of a skill, they always have the option to complete a mastery assignment that the two of us create together.]]> 2023-07-20 20:01:56 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648768813 Time jbates59 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648772170 There is never enough time, especially when we are talking about essays. Grading a really good 3-5 page essay can take anywhere from 15 to 30 minutes. Ones with significant issues can take a lot longer because the feedback is more in-depth. But grading isn't the only issue. It's also time spent on the student's part. Say, for instance, a student wants to rewrite an essay. In the meantime, the class has moved on to another essay or a different project. Now the student has doubled the workload. My concern is that they may get farther and farther behind over time.]]> 2023-07-20 20:16:18 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648772170 jbates59 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648772951 I think I'm best with the Can't Do (Infrequent) because these are usually students who are really trying and just need some support. I think I'm pretty good at explaining things in a variety of ways and helping students find their "aha moments."]]> 2023-07-20 20:20:44 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648772951 ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648876688 The analogy of grading being like rehearsal vs performance stuck out to me, and I’m starting to think about how that can apply in my classroom. What counts as the rehearsal and what counts as the performance?]]> 2023-07-21 01:16:04 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2648876688 Clear Vision of learning alang73 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649172284 Pg 12 - "...we know that we can enhance the effectiveness of feedback when we give students a clear vision of the learning, and when we organize our assessments so that students can easily discern what they know and what they still haven't learned."
I think in PBL land, my lesson objectives can be sharpened for the students - we often talk about the "why" - and application, but after reading this idea, want to be sure to include in my lesson tiles the 'what' each week - and then have students reflect on their growth in that area via an exit ticket end of the week. ]]> 2023-07-21 11:39:54 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649172284 "Confidence is the fundamental principle that makes the biggest difference in determining success and failure." pg 27 alang73 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649178045 This is for sure an area I need to "chew on for a little bit" - how can we demonstrate to students (and parents) - that developing mastery is a step in the direction of mastery? - how can we best craft our assignments and share progress without the anxiety of "I have to get high performing" on every assignment. My first thought is more formative - but I wish we had a better visual representation ie a line bar (see image from pear deck) - that showed students. I think this could be a good beginning of units project - what is our goal and how are we going to get there - then I can use a scale as an exit ticket. I loved the first, second and third attempt in this document - ]]> 2023-07-21 11:57:36 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649178045 Mini self grading quizzes - alang73 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649183771 Towards the end of the year I found
https://www.conker.ai/create
the program created quick google form (self grading) quizzes *note the generated questions needed some editing but I found it easier to start with "something" - I assigned the quizzes in otus lessons and made quizlet "games" for students to practice prior to final assessment - I found the program worked well for content /vocab low level recall. I need to work more with the program to see how to develop higher order thinking questions.

]]> 2023-07-21 12:15:41 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649183771 Chapter 8 slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649200892 How would you explain the overall differences between an extended mastery, mastery, developing, and a not yet in your course?]]> 2023-07-21 13:05:03 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649200892 Chapter 9 slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649202110 When considering the 4Cs, which C do you feel is the priority and why?]]> 2023-07-21 13:08:30 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649202110 Chapter 10 slammlein1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649202804 How involved are your students in tracking both their achievement and progress? Are there any non-traditional ways you allow students to own and communicate their own learning?]]> 2023-07-21 13:10:24 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649202804 jbates59 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649361262 I always start with the idea of mastery: Was this LO mastered? That doesn't mean that it was perfect, but that the student consistently demonstrated grade-level understanding and implementation of that particular skill throughout the assignment. If the student clearly mastered the LO, then I ask myself if the student actually exceeded the grade-level expectation of that LO. Likewise, if they did not master the LO, demonstrated by less consistent understanding and implementation of the LO, then that fall under Developing or even Not Yet Mastered.]]> 2023-07-21 23:54:00 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649361262 mcambria2 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649719534 I want to echo what Jenna said - my thought process usually starts at Mastery, and then I work in each direction when determining my levels for different assessments. To me, Mastery means the student consistently demonstrates the skill I am looking for, and applies it to different situations/circumstances. Exceeds Mastery would then mean that the student took it upon themself to take their work to the next level in a way that means something to them (this will ALWAYS look different). Developing Mastery means that the student can demonstrate the skill I am looking for, but often needs help getting there, or is missing some key elements. Not Yet Mastered means that the student does not consistently demonstrate the skill and needs lots of support to get where they need to be. No Evidence of Mastery, to me, used to mean the student turned in an assessment that was barely complete and showed no evidence, OR they did not turn in the assessment. After reading this book, I have decided that No Evidence only symbolizes the former. It is not accurate for me to give a No Evidence grade for an assessment that wasn't turned in.]]> 2023-07-23 12:36:05 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649719534 mcambria2 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649722468 I believe that Critical Thinking is the priority out of the 4C's because it creates a direct pathway to the other C's. Critical thinking is the first step in helping students to think for themselves and formulate their own analyses/judgments/decisions. This is something they will do every day for the rest of their lives. ]]> 2023-07-23 12:52:05 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649722468 mcambria2 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649724078 This year, I am beginning with a new grade level, so my plans are changing a bit. In the past, I had my 7th graders complete lots of reflections throughout the year about their achievement and progress, as well as areas they want to improve in or need additional support in. I also have my students engage in Mastery Circles where they reflect on group projects about dynamics and collaboration skills. With 11th grade, I plan to organize my class into Modules and have students work through the class at their own pace. At the end of each module, they will complete a holistic reflection about what they learned, what they struggled with, and what they feel they need additional support with. I will conference with each student and review their reflection as well as their module work, and we will together determine if they are ready to proceed to the next module.]]> 2023-07-23 12:58:24 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649724078 Practice and Performance kmcbryer https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649770562 As a first year teacher, I found it very refreshing to know that it is not only okay, but encouraged to have a higher formative to summative ratio. The analogy of the time spent on practice vs. games really made sense. I believe that this reference would be very helpful when explaining the importance of formative assessment to students.]]> 2023-07-23 16:42:39 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2649770562 esalmen https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2650262388 Coming from a professional tutor into the teaching field, I feel as if I am better at the "Can't do". Finding the root cause(s) of why a student is struggling is what I have done for years. It can be as simple as a student missed a key point for whatever reason or complex as having a poor foundation and is always trying to play catch up. It can also be because of low self efficacy and mental blocks hindering their ability to learn. I struggle more with the "Didn't do", as I also come from a background where I am used to just either giving a late penalty or just no credit at all. ]]> 2023-07-24 14:16:18 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2650262388 esalmen https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2650268779 Similar to what the other teachers have already stated, I do start off with "was this LO mastered". I check for general understanding and separate that from silly mistakes (but I do make a note of those who are habitual in their silly mistakes. Precision is just as, if not more, important as well as understanding concepts. From an earlier post, I also allow students to give me "sentences" at the end of anything that they turn in. This is an opportunity for them to give me additional information for them to show me that they know the content. Sometimes a student gets hung up on a detail and is unable to move forward with the task at hand. The sentence is a way for me to assess their general understanding of the content.
This can make the difference between a mastery and a developing because the student showed knowledge of the content instead of just leaving it blank or just wrong. Additionally, the skill to identify errors is an important one to have, as it shows that the student has more content knowledge.
Also, did we change "exceeds" to "extended"?
But for differences between the levels, ]]> 2023-07-24 14:29:44 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2650268779 Myth #5: The Real World bmcdonald65 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2650959101 I admit that I've had LOTS of these 'real world' conversations; usually at parent-teacher conference time. And it is certainly a concern. But it's hard to argue with the brain science - that a person is not fully wired until 25. Also, the work place is changing rapidly. It's no longer the 9-5 factory shift / 40 hour work week my grandfather endured for 45 years at Firestone Tire. Lots of people work from home, or they set their own hours... or both. I just came from my aunt's house in New Jersey. She works for a big bank at their corporate headquarters, and she can work whatever hours she wants, so long as she works 40 hours. She dials in from home. Sure, she had deadlines, but again, deadlines can be negotiated. So, while teaching students good academic habits is important, it's not paramount and shouldn't be treated as such. And student behaviors that 'game the system' should be addressed individually with those students. ]]> 2023-07-25 15:23:56 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2650959101 "...grading discussion never ends..." bmcdonald65 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651555852 I love that part of a quote from pg. #52's case study. Certainly at Bio-Med, even from the earliest days, we'd go round and round about percentages and weighting and terms/colors. I've internalized now that since we're a Research School, we HAVE to try new things, including new ways of grading. In the chapter he mentions separating out the Attributes to keep them from invading into Standards Learning. What we're doing is Integrating the Attributes and attempting to grade THROUGH them. The book - written in 2016 - is a bit behind where we're trying to go. I recognize that our new system will continued to be improved upon as we recognize chinks & misalignments, but it does seem sometimes like we're massaging a square peg into a round hole until it fits well enough to justify. That said, I completely understand Why we're attempting to do this.

To answer the prompt... my grading practices that most align with the book approach are Multiple Assessment opportunities, offering Choices in Assessment, NOT offering 'extra credit', and grading different assessments for different LOs & multiple LOs within a single assessment (and communicating this to students explicitly). ]]> 2023-07-26 14:20:07 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651555852 jbates59 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651602567 This is a tough one because I'm not sure you can separate certain ones from other. For instance, I think critical thinking and creativity are linked, and I think that if you are able to solve a problem through critical thinking, then it's the rare instance when you won't have to communicate that solution to someone else. I guess if I had to choose one to prioritize, I'd choose critical thinking because that is really the foundation for learning.]]> 2023-07-26 16:03:10 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651602567 jbates59 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651605823 It depends on what you means by "achievement and progress." If we are strictly talking about grades, then Bio-Med students are top of the class, so to speak. Ironically, many of them are obsessed with their grades (and yes, many of them still think of them in a traditional way). As far as their actual learning goes, it really depends on the student. I'd say at least half of them are truly interested in learning and want to do so at the deepest levels while the others are more focused on achieving the higher grade rather than on the learning itself. In my class, students often have to write reflections about their learning process, but mostly, the class (being primarily discussion- and presentation-based) allows students to reflect on their learning almost every day. During these discussions (either whole class, small group, or individual), I am able to ask questions about their process, and they have to explain their process either to me or to a classmate. ]]> 2023-07-26 16:11:35 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651605823 lcrihfield https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651637703 "For some parents, their last school experience was in high school, so when their children enter the school system, their only point of reference is what they experienced decades ago." (p.17)

I also liked the example of teachers defining the letter grades and break down all of the components that contribute to each grade. I think this is a great activity for beginning of the year PD and could inspire some meaningful conversations. ]]> 2023-07-26 17:22:18 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651637703 lcrihfield https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651638786 "Establishing a true north increases the likelihood that grading practices remain consistent and aligned. The grading true north prevents teachers from losing sight of the big ideas that align assessment, instruction, and grading paradigms." (p.21)]]> 2023-07-26 17:25:11 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651638786 lcrihfield https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651640677 Myth 5 had me thinking!! "What's interesting is that some who push back against standards based grading feel the separation reduces the significance of the important, real world attributes that students need to develop to be successful as adults; the truth is it doesn't." (p.42)
What does this mean for the way we currently are grading our students? What does this mean about Bio-Med attributes based grading? ]]> 2023-07-26 17:31:18 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651640677 lcrihfield https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651644101 "We needed to shift our grading practice to grading for learning instead of learning for grading." (p.51)

I think this quote represents my current mastery mindset. In 2nd grade we are truly trying to learn as much as we can in as many different ways as possible. We are working with our students on concepts and skills daily to help them develop what they need for mastery.

In my experience in 2nd grade, I have only had parents questioning their students mastery reports, not students. So this year I want to do better with communicating to parents how their students are learning so they can be on board with this mindset as well. ]]> 2023-07-26 17:42:40 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651644101 Take Away: Parent Communication mbrunner20 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651645831 One of my biggest takeaways has to deal communicating with parents in a way that they can understand. As the author mentions, it’s important for us to remember that parents haven’t been in school for decades. What we are doing here is completely different to what they are accustomed to and to go further, since that is their reference point, they are relying on their students to explain the changes (which we all know isn’t the most reliable). The author mentioning the practice-game dynamic really resonated with me and was the best simplification of the assessment process I’ve heard and that’s how I will be explaining it the future. ]]> 2023-07-26 17:48:09 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651645831 lcrihfield https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651646816 I have always struggled with assessment because I didn't know it until this book study, but I struggled with the accuracy and confidence test. I have always been afraid of giving assessments that won't give students the opportunity to truly show their knowledge and won't affect how they feel about themselves or learning. I also realized that I had occasionally been considering students' whole learning timeline of a concept in their mastery rather than just the most recent data. I am excited to go into this school year with a new insight and ideas to assessment. ]]> 2023-07-26 17:50:31 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651646816 lcrihfield https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651651157 I like the break-down of group work on page 89. We can have students submit an individual component to supplement the group work or we can break up the group work in a way that makes sense (each role/individual's work will contribute to the whole project, but each student will only be assessed on their work). I plan to utilize group roles every time we are doing group work this year. Using group roles will improve my accuracy when assessing for student mastery but will also improve students' sense of community and collaboration. I want to make a checklist and record what roles students are assigned with each group experience.

]]> 2023-07-26 18:05:03 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651651157 Feedback (Laura Sass) https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651652690 I liked the comparison of formative and summative feedback to practice and games or rehearsal and performance...one should be preparing for the other and the amount of formative should be higher than summative.]]> 2023-07-26 18:10:34 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651652690 Chapter 1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651658775 (Laura Sass)
It was the last sentence in the chapter that stuck out to me and was a good summary..."Sound grading practices are about grades that reflect student proficiency rather than grades as a reward or commodity; teachers don't give grades, students earn them." This is a hard mindset to change, from kids to parents and staff...I think the changes we're making are helping to change the mindset, but it's definitely a process!]]> 2023-07-26 18:21:23 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651658775 lcrihfield https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651720001 I think I am most effective in handling didn't-do chronic students. I feel comfortable with providing behavior interventions to these students and helping them get on track. I typically have had success with these students in my classroom and though it can be so challenging, it can also be rewarding. ]]> 2023-07-26 22:21:40 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651720001 lcrihfield https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651723352 Honestly, for me it changes depending on each different assessment. The students and I often work together to build the assessments for larger or longer units- we define as a class what we need to do to answer whatever our guiding question is (we will create checklists, rubrics, portfolios, etc.). So I think in my classroom, mastery levels are almost redefined as we grow with each learning experience. ]]> 2023-07-26 22:39:07 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651723352 lcrihfield https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651725916 This is a tricky one. I think collaboration might take priority because the whole goal of learning and growing is to make ourselves better people so we create a better community which requires collaboration most out of all 4 Cs.]]> 2023-07-26 22:51:12 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651725916 Chapter 2 Quote https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651738793 (Laura Sass)
The quote that stuck out to me was "Grades must be a reflection of student proficiency, not a reward for compliance." (p. 23)
I can think of many times growing up where you just jumped through the hoops to complete the assignment even though there wasn't value in it. ]]> 2023-07-26 23:37:40 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2651738793 "Do the grades I report accurately reflect my students's true level of understanding?" kmayle https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652122049 This is something I have truly struggled with since implementing the new LOs. I think parents have been struggling with this as well. We are grading based on skills but does that accurately reflect the students understanding of the content or is it an assessment of how well students can follow directions and be creative with their expression of their knowledge? ]]> 2023-07-27 13:12:09 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652122049 “Students are no longer held accountable” kmayle https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652124967 I can see both sides of this comment. I agree to a point that timeliness should not be reflected in the grading process, but how is this preparing our older students for the workforce where timeliness is a part of your overall evaluation even at our workplace? How can we prepare them for college and careers where timelines are important if there is not negative impact for not completing things in a timely manner? Also how does this work when we are expected to be grading on personal agency where timeliness is to be graded? ]]> 2023-07-27 13:18:04 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652124967 Repeat opportunities for assessment kmayle https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652127129 I would say the way I embody this the most is by allowing students multiple attempts to show their understanding of a concept. I also allow students to show their understanding of a concept in a variety of ways. For example I have had students verbally walk through a self reflection with me versus typing it out if it is easier for the student. I have had students come up with alternative ways to show their learning and always encourage them to put their spin on an assignment to make it more relevant for them. ]]> 2023-07-27 13:22:22 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652127129 Skills based LOs kmayle https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652130088 My biggest struggle with reassessing is when a student needs to reassess on an LO such as collaboration. If no other student is looking to reassess on this Lo or is not willing to then it becomes very difficult to provide students with an opportunity to reassess on collaboration. I have often used playlists or choice boards for remediation but that is much harder to do with skills based LOs. I honestly have not yet found a workaround for this problem. ]]> 2023-07-27 13:27:40 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652130088 Self reflections/ Peer Reflections and check ins kmayle https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652131766 In the past I have had students complete a self reflection as well as a group reflection after each large assessment. Students are tasked with explaining what their role was in the project and what they contributed. I also ask them if any student stood out to them as going above in beyond in the project and why…. This year I plan to also implement more individual checking where mastery of content can be assessed in a one on one meeting during the duration of the project. ]]> 2023-07-27 13:30:35 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652131766 Grading meanings kmayle https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652135266 Extended Mastery- full ability to understand the course content and not only use it in the field being studied but also apply it to other areas of learning

Mastery- full ability to understand the content as it relates to the subject being studied with little to no errors but is unable to fully use this knowledge to apply it to other fields of study

Developing Mastery- ability to understand concepts being studied with some errors along the way in the subject being taught but is unable to make connections to other areas of study

Not Yet Mastered- students do not have a solid understanding of the content being covered and require more assistance in learning this topic. Several errors are made and a general understanding of the content is not there but the effort of trying to complete work is there ]]> 2023-07-27 13:37:41 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652135266 Communication or Collaboration kmayle https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652138150 I feel that communication or collaboration would be the most important of the 4 cs. I say this because without clear communication you can not share your creative or critical thinking skills with others. Most instances in life are not a one man show anymore and collaboration and open and clear communication are essential skills in getting a job done. ]]> 2023-07-27 13:43:23 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652138150 Self reflections kmayle https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652141001 I give students the opportunity to complete a self reflection at the end of every large assessment to share anything that they think may not have been easily seen or assessed by myself during the project. I also ask for their feedback on my projects and what they would change to get their input. We also complete yearly portfolios where students are asked to reflect on work from all of their classes throughout the year. Ideally this would help students to see their growth throughout the year and reflect on what they could do to further their educational goals. However I feel this just becomes something the students feel they have to do and don’t understand it’s full potential. I will focus this year on making sure they understand the importance of reflection and goal setting. ]]> 2023-07-27 13:48:31 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652141001 Reassessment - to "B" or not to "B" bmcdonald65 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652149973 Sorry, Ms. Bates, I couldn't resist. I found that the example of the Spanish teacher in the chapter (pg. 67) spoke to me. Over the years at Bio-Med, I've had students neglect/resist the first opportunity on something, and turn in shlock, only to depend on their opportunity at a redo. This is a real problem, and I'm glad the book addressed it. I like that Ms. Schimmer brought some R.P. into the situation - in the form of the reassessment contract - but I've found that by CAPPING the reassessment at "Mastery", it seems to be a fair way to allow for reassessment opportunities while also pushing students to study / use time wisely / meet deadlines. Theoretically, though, my policy does not meet the accuracy standard, does it? But as Bates indicated above, when dealing with reports/essays, we ELA teachers HAVE to have work in a timely way, or everyone - students / teacher - gets buried. (I've never had parent complaints with this policy, and there HAVE been cases when I've broken it to award the higher grade... so inconsistency is also an issue.)]]> 2023-07-27 14:06:47 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652149973 Balanced Assessment https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652180879 Lindsey McLaughlin

He talks a lot through the book about balancing formative feedback and summative verification - and likens the two between practice and games in sports. Communicating this with students and parents in a way that they can understand and start to foster a mindset of school for learning and growth, I think it will go a long way in helping support both of ours students and our staff in the "pursuit of proficiency". ]]> 2023-07-27 15:14:10 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652180879 Assessment Validity https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652182310 Lindsey McLaughlin

"The validity of assessments, whether formative or summative, has to remain at the forefront; our assessments must always assess what we say they assess" (p. 31). ]]> 2023-07-27 15:17:37 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652182310 Myth 4: Student Accountability https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652185938 Lindsey McLaughlin

This myth didn't surprise me, but I know it's a hard one for a lot of educators when moving to standards-based learning and assessment. I like how the author harps on requiring students to be accountable for their work (e.g. pulling them in during Advisory and making them sit and do the work and provide you with the evidence it's been done in a timely manner). I agree with his statement that, "Real accountability means teachers deem no essential evidence or demonstrations optional and that students are responsible for all of the learning" (p. 40). When we think about the science surrounding the adolescent brain, we can be more accepting of having to go track them down, (figuratively) drag them to our room, and make them sit down and get to work. Much like those of us who are parents have to do from time to time with our own children. ]]> 2023-07-27 15:27:37 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652185938 Can I? ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652242545 Change “Can I?” To “How Can I?”]]> 2023-07-27 18:03:49 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652242545 Separation ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652243403 I still need to wrap my head around how to separate effort from grading. In art, the effort they put into their work directly effects whether it represents what they can do. ]]> 2023-07-27 18:05:27 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652243403 Takeaway ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652244797 “Even if an assessment results in a student not yet reaching proficiency , the student must know there is a path to recovery”]]> 2023-07-27 18:10:28 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652244797 “Failures and successes are not episodes, they are trajectories.” mbrunner20 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652673140 When looking at the “winning streaks and losing streaks” section of the chapter really gives an insight into the psychology of academics from the student perspective. My quote come from point number 1, but all 3 points tie together. Students come into the new school year, not looking at it as a clean slate, but with the remnants of their emotional connection to the year before. Depending on how they ended the previous year will generally dictate how they go into the next. This leads me to feel that we are not only fighting a battle with our students but with the teachers that came before us. Developing a consistency with our “True North” can combat student anxiety, which “drains students emotionally and interferes with their memory, concentration and the ability to pay attention” (pt 2), but will prevent students from meeting assignments with apathy, because their past experiences will encourage success through effort (pt 3). This train of thought ties back to the activity Jenna had mentioned about having department members blind grading assignments to see where we’re landing on assessment within subject areas. ]]> 2023-07-28 14:38:08 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652673140 Myth 4: students are no longer held accountable mbrunner20 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652690971 I have a hard time with this one. Half of me is like “my students are completely held accountable. I check with them. I make them update me. I chunk their projects. I make them reflect on their work. I make them evaluate their work for mastery.” But, when I reflect on that argument, I feel as though I’m not really holding them accountable, I’m holding their hand. However, the sink or swim method doesn’t hold students accountable either. When we punish students for not meeting deadlines we’re evaluating their academic proficiency based on their maturity and that’s not a true reflection of their skills. This beings up the question, if we are trying to hold students accountable for their work and effort, how do we do so in a way that will motivate without pulling them along the journey or leaving them to fend for themselves? ]]> 2023-07-28 15:30:34 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652690971 Mediocrity ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652735422 I think the idea of not accepting or grading sub par work in order to push students further is interesting, and funnily enough reminds me of an episode of Bluey!]]> 2023-07-28 18:17:19 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652735422 #4 ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652740526 I like some of the examples about accountability, like having the punishment for missing work not being a low grade, but rather making them complete the work anyways, which takes away their time. I think that would be a much greater motivation to some students than just a grade. The logistics of doing that may prove complicated though, for example, if they are completing work in their free time, like lunch or recess, who is monitoring them? ]]> 2023-07-28 18:40:57 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652740526 Most recent work ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652741459 I like the example given in chapter 3 that in a driving test, for example, it doesn’t matter if you fail multiple times, once you pass, then you’ve achieved mastery. I wonder how we handle the opposite though, since with the decaying average, if a student achieves mastery all year but then flubs the last two assignments, their overall grade is suddenly tanked. How do we reconcile that?]]> 2023-07-28 18:44:30 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652741459 Choice and verbally explaining. alang73 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652779346 I often find a 1:1 conversation and a few questions can help students demonstrate mastery. I find this much easier to reassess if more instruction is necessary or if it was some other issue with an assignment. ]]> 2023-07-28 21:55:08 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652779346 On Grading Groupwork bmcdonald65 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652787904 With Groupwork, my ELA class doesn't do so much, unless it's associated with our team PBLS. We've tried a lot of strategies over the years with different tasks, but it's important for students to know that they will be held accountable SOMEHOW for the work they put it. It may be a self-assessment, a peer-assessment, or a teacher-assessment, but someone's paying attention to the efforts they've put in.

Mr. Wolfe introduced us to a concept whereby the whole 'group' has a total of points (15?) that they have to split among group members. No group member can have the same amount of points as another. When scoring your group members, you have to give a brief reason for why you split points up the way you did.
Ex: Suzy earned a 6 because she blah blah blah; Eric earned a 4 because... ; I earned a 3 because... , Tim earned a 2 because... Then, you average the scores that the whole group gave each other and give the kids those graces (because it was Wolfe, he created a computer program that did all the calculating automatically).

As a side note, I did my Masters research on self-grading vs. peer-grading vs. teacher-grading. What I found was that students tend to grade themselves a bit lower than their teachers; peers grade each other a bit higher than their teacher would grade that person, generally. So, peer-assessment / self-assessment is very valid, especially with clear criteria.

]]> 2023-07-28 22:52:09 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652787904 Formative Feedback Loop smclean38 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652804858 "At its best, the relationship between formative assessment and descriptive feedback is a continuous loop that constantly fuels learning."

There is a marriage that must exist between effective assessment and effective feedback. Students have to understand how they can improve in order to improve. We owe it to our students to provide clear, informative feedback in a timely manner so that they have an opportunity to revisit gaps in their understanding. This is something I've been working on for the last two years, but I hope to refine it and make it more consistent across our team this year.]]> 2023-07-29 00:45:57 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652804858 Confidence Building smclean38 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652807579 The personal reflection talks about witnessing students reengaging with learning they had once dismissed, working harder, and persevering. This really hit home with me. When your grading and assessment practices are sound, students are willing to do things they otherwise wouldn't. They understand what is being asked and how to improve. They see a path forward, so they are willing to come with you.]]> 2023-07-29 01:00:25 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652807579 Angela Ashton https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652997180 Introduction:
I liked the part about giving students full credit for what they know. So often we penalize students for turning in things late or giving them a lower assessment score because they haven’t made all the connections yet. Sometimes teachers don’t ever give students the chance to prove what they know because they have moved on or don’t want to take the time to offer a corrective.

Chapter 1: Necessary Shifts in Tradition
Every teacher should begin where he or she is most comfortable. Refine what already aligns, get feedback and evolve. Love this as we tend to panic, over think, and then we become overwhelmed and don’t try new ideas and stay in the rut of never evolving our craft.

]]> 2023-07-29 21:58:09 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2652997180 #1 Standards based grading makes it easier for students smclean38 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653005368 "Teachers should expect nothing less than the best from students, and while each student has an individual best, the only way students will learn that teachers expect high-quality performances from them is to hear "Not yet" when they turn in assignments that need more time and attention"

I have seen this play out repeatedly in my classroom. Students are frustrated when they begin to be held accountable for more than just turning an assignment in but they soon realize that the feedback loop is helpful. I use a three stamp system for students to communicate their own confidence in their mastery of the content when they submit work and this helps students and parents see when there is a disconnect between how well they think they've mastered the content vs. how well they actually have. Students quickly learn that turning in incomplete work (unless they truly didn't know how to approach it) or subpar work doesn't fly. I expect their best and we work from there.]]> 2023-07-29 23:29:32 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653005368 Group work resource alang73 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653528988 I found this resource to start out our school year. I often have my students work in pairs - sometimes groups of 3. I find roles really support our younger students. This year I plan on trying this “first days of group work” activities to set expectations.
https://drive.google.com/file/d/1SX0C4FEVWtk5oHkEqfVbqMHTmVC5t3wU/view?usp=drivesdk]]> 2023-07-31 11:51:49 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653528988 aashton30 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653613958 I need more time to chew on what we do at our school versus the book. Everything I’m reading states to focus on standards-based grading to promote student confidence. We use standards to drive the content but focus our assessments through the lenses of the attributes. This is where I need more time to think on how does this not contradict how we assess?]]> 2023-07-31 14:40:15 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653613958 Can't Do - Didn't Do bmcdonald65 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653619216 I'm best at the Can't Do students. I've found that there's been enough time and educational space to handle genuine issues of students having incomplete understanding or skills IF the students are open to rectifying these things. That said, the problem I run into most at Bio-Med is the chronic Didn't Do students, which is more frustrating. Chasing students down, sending multiple emails, contacting parents... all so I can wipe out the zero that's killing their grade. We do have some supports, which we need to use. I appreciate the idea of having students rectify such things during THEIR free time (lunch / after school). This requires supportive teams (lunch monitors / advisory teachers / parent support). I wonder if we need to change our MISSING grade to reflect NO SCORE instead of a ZERO. I've found over and over again that students will simply NOT DO missing work unless the Missing Work negatively affects their grade. It's possible that by holding students accountable for every summative assessment for end of year passage, etc., that might work too. And as far as grading for behavior goes, I refer back to Ms. Brunner's earlier comment on Chapter One that perhaps EVERY assignment might have the same appropriate Attribute grade attached, and it's THAT grade that's affected by things like Late Work. ]]> 2023-07-31 14:49:34 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653619216 Competencies ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653693365 Chapter 4 briefly mentions grading on cross curricular competencies like creativity on a frequency scale, and I like the idea of something like that but I’m unsure how it would be implemented. ]]> 2023-07-31 17:51:42 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653693365 Reassessment ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653694617 I do try to allow students the opportunity to redo projects for a better grade. I rarely have them take me up on it however so this year I plan to double down on that, as well as trying out the idea from this book of not accepting mediocre work. ]]> 2023-07-31 17:55:11 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653694617 kshaffer44 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653722782 As someone who doesn’t have a background in teaching, looking at everything through the lens of school counseling, it was pretty eye-opening to read about how recently most of the developments used in education today were first implemented. The furthest back date I recall seeing was only in the 80s! I guess I sort of just assumed that today’s education system was established at the beginning of time and educators would adapt and develop to fit the changing times. How I can use this take away in the coming school year would be to really sit back and reflect that there really are no set determinants on what makes a “good teacher” or a “perfect assessment” because everything is changing quickly every day!]]> 2023-07-31 19:18:41 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653722782 Jessica Weinrich https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653726045 I always struggled with entering grades because it did not show what the student actually mastered. It was a compilation of formative and summative assessments and averaged a score instead of showing that students mastered the standard by the end. I agree with the author that many students look at their grades as completing activities and do not focus on teacher feedback as room for improvement since the grade was already entered into the grade book. I love the idea of extending time and creating alternative activities that help each student succeed and reach mastery instead of focusing on entering grades into the gradebook. ]]> 2023-07-31 19:28:54 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653726045 Quote from Ch. 2 jweinrich5 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653728115 "So many of our conventional grading practices fail to send the message that eventual success is possible."
Once a student scores low they lose motivation because it lowers their possible end score when it comes to traditional grading. I had to spend a lot of time meeting with students to discuss their success and growth because traditional grading limited their ability to feel successful. ]]> 2023-07-31 19:36:30 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653728115 Myth #2 jweinrich5 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653730173 Being new to Bio-Med I feel that it will take me longer to grade things and get used to the LO's. In the long run I feel that my use of rubrics and understanding the LO's will make grading easier. I have spent a lot of time trying to enter grades in standard grading in a way to show what students know. I've also spent a lot of time having to meet with parents to explain what their child's strengths and weaknesses are in each subject because in standard grading it was not broken down. I look forward to being able to use the standards and LO's to better express to families where their child stands throughout the year. ]]> 2023-07-31 19:44:01 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653730173 Conferences jweinrich5 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653732230 I take time to meet with students to discuss things they have not mastered and create a plan to help them succeed. I have also gone back and changed grades if they mastered the standards in the end. I also use rubrics and go over them before and after to help students identify what is expected of them and what areas they still need more experience in to better understand. ]]> 2023-07-31 19:50:31 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653732230 Reassessing jweinrich5 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653733409 The most challenging part of reassessment for me is finding the time to support the student while trying to ensure they are not falling behind with the rest of the class that has moved on to another topic or project. I also struggle when a student needs to master something that is required for the next step or project, it then become a year long catch up game. Until this book I have never thought to change the reassessment material or project to create additional options for more chances. ]]> 2023-07-31 19:54:33 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653733409 Group Work Rubric jweinrich5 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653735273 I give students rubrics of expectations when group work is assigned. Therefore each student is held accountable for the project and is graded individually. Students use the rubric as a check list to reflect on their accountability and role as part of a project. I also grade students individually on specific parts of a project of provided rubric.
This year I plan on assigning roles for projects with descriptions for each role, where throughout the year each student will get to participate in different roles for each group. I also plan on getting ideas from team members since this will be my first year at Bio-Med and things will look very different this year for me. ]]> 2023-07-31 20:00:44 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653735273 Can't Do jweinrich5 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653736725 I am more comfortable working with can't do scenarios because those students usually need more support or time to be able to complete what is being asked of them. I feel that once a student knows the teacher is there to support them and they feel more successful they are more willing to try and complete things. I struggle more with the didn't do. Last year my school had me give zeros when things were not completed, it didn't hold students accountable and they didn't feel accountable, they were more able to avoid because after each grading period they were no longer required to complete tasks they previous didn't do. ]]> 2023-07-31 20:05:50 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653736725 emacsurak https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653746448 Mastery is where it's at for Tech, Eng, and Art. If students are On Track meeting tools expectations, project guidelines and collaboration benchmarks, they will be at Mastery. Exceeds is not in the lower grades, but is at 5-6. For me, Exceeds means the kiddo went above and beyond the scope of the course. They added in a feature not yet learned, added an extra flair of their own, used previously learned concepts to enhance their presentation. Developing is when a kiddo is missing one of the key components of the learning project. They are not able to use the tools independently, they are missing a key step or project point, or they are unable to effectively collaborate in the group and need teacher intervention and assistance. I RARELY give a not yet, a students needs to really drop the ball in all areas or not complete the project- even with all the extra time and assistance in place.]]> 2023-07-31 20:38:48 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653746448 Ummm.... no! Haha emacsurak https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653749398 I have decided that this is an unfair question and I would like it rephrased. These are the benchmarks of EVERY lesson/project that I plan for Tech, Eng, and Art. To take one away to to cut off one of the key global/universal skills that I attempt to instill in students in their time with me. So instead, I will rank them- what I focus on the most to what I focus on the least- understanding that the difference between them is fractions of a percentage point!
**1: Critical Thinking. The jobs these kids will do in the Tech field don't even exist yet. If they cannot think outside the box, design solutions to new problems, and innovate- I have not done my job to prepare them. Teach them the tools, present the problem, and allow them to design the solution.
2: Collaboration/Communication. Tech, Eng, and Art are RARELY. done in isolation. These projects in the real world are complete in HUGE teams, where everyone has a role to contribute. It is important to teach our students how to be a part of the team, lead when you need to and follow when you need to. Understand that everyone has something to say, and there is more that one answer to a problem, how to we work together to develop the best answer. Communication is lumped in here because if you cannot communicate with others, you cannot collaborate- one cannot exist without the other. Teaching students HOW to talk to one another is just as important as giving them the opportunity to work together. I give them the Heart First language to help them start those hard conversations as well as sentence started to help them engage.
3: Creativity. This one is third- but I move it to all three locations as I was typing this. Technicians, Engineers, and Artists are in their essence creative. You cannot do ANY of these jobs without being creative and innovative. This is a skill that can be practiced, but not explicitly taught, it is intrinsic. It needs to be fostered, opportunities given, and encouraged!
3]]> 2023-07-31 20:49:27 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653749398 emacsurak https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653750333 In 5-6, this was done often with Google Form Self Reflections, Group Reflections, and Teacher Check-ins. This is much easier to accomplish with older students. I implemented end of project paper reflections with the 3rd and 4th graders towards the end of the year that were effective. I implemented end of lesson check-ins with smiles and frowns, and numbers for the K-2 towards the end of the year as well. This is on of my main goals for the coming year, is to implement more student reflection on process and self-grading. I have a lot of work to do!]]> 2023-07-31 20:52:01 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653750333 Myth #2 bhill115 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653783637 None of these myths surprised me. However, the one I resonated the most with would be myth 2. Although I believe standards based grading is worth it, there is fine tuning process when starting a new class, curriculum, etc. The more you learn your standards and know them and align them to grading and this does take a lot more time up front for teachers. Even now after teaching a class for multiple years, in true reflection, I recognize that I haven't found the balance of doing it efficiently and something I want to strive to work for to develop a better balance of time.

The myth on holding kids accountable versus teachers doing more work is a fine balance and two that can contradict each other. There are many times I feel like in order to hold students accountable I have to assess valulable assessments, but at what point is there too much assessment? What is that balance? When standards are already skill based I find that there are times students demonstrate the skill early on while other students take more time and activities. I truly believe all students should have the time needed to learn it but then the time to create additional exercises, activities, learning opportunities for specific content is a lot, especially if students don't have the know how to create or come up with a way to demonstrate the skill again. We talk about differentiation in education and I know personalized learning is the answer. As I've been trying to think through what this looks like in my classroom, my only resolve is that technology is the solution. We have to figure out how to leverage it to allow these personalized learning paths for students. ]]> 2023-07-31 23:03:57 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653783637 Mastery Practices bhill115 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653785997 The practices in my class that already align to mastery including opportunities within projects for choice in process, product, and at times even content. Additionally, I use rubrics that clearly define the expectations and allow students to self grade. When students don't hit the mark on mastery or it isn't reviewed at the same level that they thought their mastery was, we have a conference to provide them feedback on how they can improve it.

I also use a mastery playlist to allow students to reattempt a skill or LO when they haven't demonstrated at a mastery level. This choiceboard of assignments has an alternative exercise, project, activity or lab that students can select which path they want to use to demonstrate mastery. ]]> 2023-07-31 23:12:20 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653785997 21st century skills jweinrich5 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653792164 Although all of these skills are important I believe that if I had to pick one it would be critical thinking. I tell my students that if we all thought the same way no new ideas would be created and society would stand still. Life would we boring if we all thought the same way. Problem solving and reasoning is important no matter what future the students choose. I feel that creativity, collaboration, and communication works best when everyone in the group brings different thoughts to a project. ]]> 2023-07-31 23:32:46 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653792164 emacsurak https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653801108 This doesn't need to be an all or nothing in other districts, any teacher can implement in their room. It is better if a district is on board but it is doable. This means there are more teachers and resources out there than I previously thought.]]> 2023-07-31 23:54:38 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2653801108 'Mastery' vs. 'Proficiency', etc. bmcdonald65 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654201086 Okay, last time, I promise... but the chapter reiterated my thinking that our TOP score moniker should be 'Mastery'. To be a Master of something is to have elite understanding & to be able to explain it to others.... like Yoda. Traditionally, a "masterpiece" was the piece of work created by a skilled craftsperson that showcased all their skills, be it carpentry or metalwork or what have you.

4 - Mastery (or, we could call it 'High Mastery' for a few years to help segue that 'Mastery' out of our student lexicon)
3 - Proficient
2 - Partially / Developing Proficiency
1 - Not Yet Proficient
0 - Lack of Evidence

Now to answer the question... well, it depends on the assignment, doesn't it? For ELA, I like to provide an overabundance of student examples as well as my own examples, which we review at the start of any unit, or as the assessment comes into full view. I love that in the book they talked about including students in these discussions. I find that students are MUCH harder on past student examples. But I appreciate these discussions, as they'll talk through many of the issues on any given writing assignment.

Like others have mentioned, I start from 'Mastery' expectations. If they exceeded them via my judgment or via clear criteria (ideally both), then High Performing. If not, I must note the reason & communicate that reason with the students on any feedback so that work can be corrected as needed.

Sometimes, these judgments WILL come down - at least in part - to Numbers; did students answer 5 out of 5 comprehension questions accurately or in a way that showed understanding? But most commonly with ELA, it's a depth of thought and application of effort. ]]> 2023-08-01 14:16:29 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654201086 Kim Newbauer https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654254024 p. 11 "We now embrace the idea that formative assessment is essential to closing the gap between where the student is and where the student should be... The strategic use of classroom assessment along an intentional learning progression creates an efficient, effective path toward proficiency."

This quote resonated with me because 5-6 year olds come to my classroom with such a wide range of skills and abilities. Understanding where they are at the start of the school year and where they should be at both the start of the year and the end of the year is crucial in student learning and development. With my first year of teaching kindergarten under my belt, I am eager to start my second year with a better grasp of where my students should be when entering K and when moving onto to first grade. Also, I feel much more confident in my role and that I have a better knowledge of the learning progression and teaching practices to support growth for all students.]]> 2023-08-01 16:00:25 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654254024 Kim Newbauer https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654278071 p. 23 "Grading practices must also serve the big idea of establishing, sustaining, and growing student confidence about potential successes; students must emerge from any grading experience with an increased sense of optimism."

I really liked the focus of confidence throughout this chapter and that "maintaining student confidence is non-negotiable" (p. 31). While a lot of the focus of this chapter was targeted at teacher grading, I looked at it as teaching in general. My focus and main takeaway from this chapter is the importance of creating a positive learning environment where my students are optimistic and excited about and learning.]]> 2023-08-01 16:55:09 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654278071 Kim Newbauer https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654313261 I find that assessing in kindergarten is just plain difficult and something that challenges me daily but does get easier throughout the school year as students become more familiar with day-to-day routines and procedures. The biggest challenge of all is collecting accurate evidence of what my students know. A lot of that challenge comes from the time in a day; being able to work one-on-one or in small groups with students is most beneficial as these settings allow me to get a better understanding of what they know. Being creative is one way that I remedy this challenge. Being creative with the schedule; finding time to pull aside students for a quick question is one way. Another being creative with the lesson delivery or hands-on learning activities that allows me to collect accurate evidence of learning in both small or large group settings.

]]> 2023-08-01 18:19:59 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654313261 Kim Newbauer https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654314081 A quote from chapter 4 on page 50 that really stuck with me: "By rethinking how we organize and examine evidence of learning... we are more likely to report accurate grades and create a grading experience that leaves students feeling optimistic about their future success."

Making time in our schedule to be able to pull students aside for me to ask questions or have them show me what they know is very beneficial in assessing while also allowing time for relationship building and confidence boosting. In addition, my own organization of having a running checklist where I'm looking and listening for a particular LO is extremely helpful as I'm moving around partner, small group collaborations, or even whole group helps me gather accurate and frequent evidences of learning.]]> 2023-08-01 18:22:26 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654314081 Kim Newbauer https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654327887 When reading this chapter, I had a difficult time connecting this to my reality: kindergarten. With much of the chapter focusing on homework it made me really have to think about how I can make this feel more relevant to my situation. I did relate a lot of what I read to digital days which helped.

In regards to group work, collaboration in general is a huge concept for 5-6 year olds to grasp. Being able to work with peers is something that can be very hard for students and something we all work on throughout the year. Students in my classroom have many opportunities to show and grow their ability to collaborate. We spend a lot of time having discussions and role playing different scenarios to learn and become better collaborators. I also like to "force" students to figure it out and work together. Of course, I am there as a mentor and will jump in when necessary, but it is so incredible to see how proud students are when they solve problems on their own!]]> 2023-08-01 18:58:46 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654327887 Kim Newbauer https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654335917 One thing I find in kindergarten is that most, if not all of my students want to do anything to please you! With this being said, there have not been many cases of "didn't do" students that I've had to deal with. Furthermore, the quadrant that I am most effective in dealing with and one that I find I am most often addressing is the "can't do" students (both infrequent and chronic but mostly infrequent). What I found was that the can't do/infrequent students just needed an additional 5 minutes at the back table to go over a concept with a more hands-on and/or guided instructional approach. Several times last year when this occurred quite frequently was with the introduction of a math concept, for example, addition, subtraction, or sorting of 2d/3d shapes. When I recognized a student wasn't quite understanding, I would find an opportunity to work one-on-one or small group and re-teach this concept and in most cases, just using some manipulatives and an "I-do, we-do, you-do" teaching approach, the light bulb flashed on and students understood!]]> 2023-08-01 19:20:26 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654335917 Kim Newbauer https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654343490 When looking at the 4Cs, (1) critical thinking, (2) communication, (3) collaboration, and (4) creativity, I'm not sure I can pick just one to be priority. As a kindergarten teacher, all four of these competencies are developing and my role as their teacher is to support and help students develop in all these areas. I am encouraging students to be both critical and creative thinkers while learning how to collaborate and find ways to effectively communicate their ideas and communicate when problems may arise. In conclusion, if I had to pick one (or 2) of the 4Cs, I would have to say that collaboration and communication take priority, especially in the kindergarten classroom. The ability to work together and communicate are vital in students' learning and encourage and pave way to students' critical thinking and creativity.]]> 2023-08-01 19:44:10 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654343490 Kim Newbauer https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654346300 The myth that resonated with my most was Myth #3: There is only one way to implement standards-based grading. There were several points that stuck with me in this section. "Our goal is to accurately report student proficiency while maintaining students' confidence in their continued growth." This is huge because kindergarteners are so excited to learn and just so excited about school and my main priority is to keep that excitement alive and support that love of learning. Another point that stuck with me was "the important question to consider is whether each grading practice enhances or diminishes the ability to accurately report proficiency." Going into my second year, I am discovering and re-discovering creative ways to accurately collect evidence of proficiency with my kinders!]]> 2023-08-01 19:54:45 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654346300 Time/logistics ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654347707 As a specials teacher, my projects take students a week or more in class to complete. This makes it difficult for them to have time to redo it when we need to move onto the next thing. And since we use supplies and materials that they are unlikely to have at home, that is generally not an option for them either. I would need to figure out a way for students to demonstrate proficiencies in a more time-efficient way. ]]> 2023-08-01 19:59:58 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654347707 Kim Newbauer https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654349042 On Track - student is able to consistently demonstrate an understanding of the LO.

Developing - student understands the LO inconsistently; has some errors.

Not Yet - student has many errors or does not show understanding of an LO.]]> 2023-08-01 20:04:48 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654349042 Kim Newbauer https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654354245 I have to admit, in kindergarten I haven't explored or experimented with ways for students to track their achievement or progress. Do I think it can be done? Yes.

I like the following quote from page 172, "for real confidence to develop, students must experience some - even small - success." This made me think back to when I was in first grade and we had a math fact ice cream bulletin board. We earned a scoop of ice cream once we met or surpassed our goal of math fact timed-tests. Once we got 10 scoops atop our own personal ice cream cone (maybe 10 I don't remember the exact number), we were invited to have an ice cream party in the classroom with the teacher. While I don't support all of this, it did allow for students to see their growth, work toward a goal, and see our success.

In my classroom, I'm not sure how I could carry out a system of students tracking their progress but possibly a sticker chart in our reading or math groups where students add stickers to a sticker chart when a skill is mastered and once filled, that student would be awarded a trip to a treasure chest or a piece of candy or some other incentive. The sticker chart would be for their eyes and would give them an opportunity to see their progress over time. and a goal to work toward.

I am open to any and all suggestions pertaining to this idea with younger students, as you can see I am definitely a work in progress here!]]> 2023-08-01 20:20:51 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654354245 aashton30 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654459233 Pg. 15
The urgency to act must not translate into irrational or ill-informed implementation that actually makes things worse. It doesn’t mean everything should be changed all at once. Each teacher should begin where he or she is most comfortable.

Administrators should provide teachers a reasonable amount of time to establish new routines without making them feel rushed.

I felt both of these strongly. I know that I want to know it all now and do it all and get overwhelmed because it’s not realistic. Implementing small changes, taking the time to master the new before adding another change. This is something I have been working on for the last two years. ]]> 2023-08-02 01:15:56 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654459233 aashton30 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654460598 Pg. 23 “Grades must be a reflection of student proficiency, not a reward for compliance.”]]> 2023-08-02 01:18:15 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654460598 Critical Thinking bmcdonald65 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654885540 Critical thought is important across all disciplines, from biology to citizenship & governance. All the controllable problems of the world can be solved through analysis, critical thought, and evidence-based mass action. I truly believe that. Critical thought leads to creative solutions. When people get locked into a box of what's been done before, or how things have always been, they can only tread water at best. To make progress in this world - that is, to swim ahead - we need people who can see things with more objectivity, step back, weigh ideas, come up with their own ideas, and advocate those ideas to others. ]]> 2023-08-02 15:46:26 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654885540 Samantha Koller https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654904049 My biggest takeaway from this chapter is the idea that standards and standardization are not the same thing. We have always talked at Bio-Med that students can show work in whatever way they choose to show mastery but it is easier said than done when planning a project. I like the analogy of the building code they used in this chapter. The building has to live up to the code but all the buildings can look different. ]]> 2023-08-02 16:24:48 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654904049 Samantha Koller https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654918780 "students must emerge from any grading experience with an increased sense of optimism" p23

Grades should not provide anxiety but should promote a positive learning environment. I think about how we give students multiple attempts at the same skill. Its okay if they don't reach it the first time but they need to keep trying. Teachers need to nurture a growth mindset in students to help them optimistic.]]> 2023-08-02 16:44:51 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654918780 Samantha Koller https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654924986 Myth 3: There is only one way to implement standards-based grading

"Every grading decision we make has consequences. Decide to grade homework and there will be a resulting consequence; deciding not to grade homework and there will be a different resulting consequence."

This made me think of some math teachers that assign math homework every night to help reenforce concepts learned during the day. If they don't grade it then some students wont do it but if they do grade it then some students will start to have anxiety about the homework.

I don't normally give homework but this myth made me question some of my teaching practices and the alternative consequence it could be providing.]]> 2023-08-02 17:01:43 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654924986 Samantha Koller https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654930261 "Standards-based grading involves a level of proficiency that illustrate a natural progression of quality."

I think as a whole Bio-Med does this with our grading scale. We separate developing mastery from exceeds mastery.

In my personal practices with the mastery scale it helps to have rubrics to know where students are on the mastery scale. Rubrics help identify what competencies have they grasped and where do they still need to grow. This allows me identify standard separately and find the gaps that need to be filled.]]> 2023-08-02 17:16:04 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654930261 Samantha Koller https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654933355 The most challenging part about reassessing students is realizing that they didn't understand the concepts until it is too late. Then you are stuck reteaching everything that you did for the past month or so and students feel so overwhelmed that they can shut down. I have found that it is easier to reassess with small check ins along the way of the process than wait till the end or a unit or project. They can redo the check for understandings as many times as they need and I can help during advisory or WIN. This helps with students confidence and catch students before they fall too far behind.]]> 2023-08-02 17:25:08 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654933355 Samantha Koller https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654937773 When students are working in groups, its is beneficial to have them accountable for themselves as well as part of the group.

This year we created natural disaster newscasts. Each person in the group had their own role: news anchor, field reporter, meteorologist, etc. They were in charge of their own script but their group was their to help them and they were completing one video together. Some autonomy is beneficial in not letting one person do all the work. I have used group daily work logs in the past with higher grades but I will be trying them with 5th grade this year.]]> 2023-08-02 17:35:10 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654937773 ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654961476 It depends on the project. Sometimes I have pairs work together for idea building but they each complete their own artwork. In this case, I will have two separate grades. One for the project they completed, and one baed on whether or not they actually spoke to each other and worked through ideas with each other. Sometimes however, if there’s a group working together on a single artwork, I’ll keep notes throughout that tell me if they are all working on the project equally. Then, when it comes to the final grading, if the end product is amazing but one student contributed nothing, then they aren’t going to receive the same grade as the rest of the group.

For next year, I remember someone telling me about having students complete a social contract with their group members, where they decide on their own rules and expectations for each other. I may try something like that?]]> 2023-08-02 18:36:02 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654961476 Didn’t do (Annette) https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654965276 When dealing with didn’t do, I find in middle school that the making learning “mandatory” effective
I start with an email home and to the student using outs mail - I typically require the student to sit at my desk during advisory and often will relocate seat to near me during class. Frequent in class checks for on task behavior are needed. When those interventions do not help, I email and call home a list of “must do”. Parents, I find are appreciative of the specific assignment / learning goal needed to be completed. ]]> 2023-08-02 18:45:13 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654965276 Programming (Annette) https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654967862 My programming and keyboarding are clear skills easy to measure for mastery. I do factor in prior experience and growth especially I have students coming from different schools with various backgrounds in the development of these skills. Exceeds are the students who have completed the assignment and choose to “ go beyond” and to challenge themselves. The lo I use for programming is typically problem solving, so if the student can solve the problem, it’s mastery. At the beginning of the year, I try to provide ways for students to go beyond. At the Lakeland “play conference” this summer I met a fellow programming teacher who, with the students developed a list of XP points - students developed a list of ways to “go beyond”. I’m planning to experimenting with this approach this year. ]]> 2023-08-02 18:51:30 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654967862 Incomplete ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654969252 On pg. 97 the book says that in order to be accurate, a student should receive a cumulative grade of Incomplete if they have not turned in enough assignments. That varies from our current practice where in Otus, each No Evidence drags the cumulative grade down. Is there a possibility of doing something like giving an Incomplete grade vs averaging? How would this work for end-of-year grades though?]]> 2023-08-02 18:55:02 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654969252 How do you choose just 1?( Annette) https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654970246 So I have a hard time choosing just 1 of the 4 “c”
But if I have to I’m going with “Creativity - Trying new approaches to get things done equals innovation & invention”
We need creative solutions to the challenges prior generations have left us with. We need to stop repeating the errors and develop innovative solutions. ]]> 2023-08-02 18:57:35 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654970246 Weekly. Check in’s (Annette) https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654971702 In advisory, we have our students complete weekly check in’s.
I’d like to add more exit tickets to my class and hope to try the Otus simple questions and check in’s.
I feel our grade level portfolio’s are a great tool for students to reflect and see their growth through the year. We create Google spreadsheets where students can enter typing results and watch the development of their skills. Also students post programming projects and can see how their skills increase ]]> 2023-08-02 19:02:06 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654971702 ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654974927 I think I do well with the didn’t do- infrequent kids. I offer to students to come in during advisory times to work on projects, which helps the can’t-do kids, but often times the didn’t-do’s don’t take me up on that offer. I may then decide to require those kids to come in to work on their project. I will tell them to come in during advisory to work, and will communicate to their homeroom teacher that they need to do so. I should do this more often but I know that a lot of times, the kids that are not turning in my work, are also not turning in work in other classes, so I hesitate to require them to work on my assignments so as to not take away time that they could use for other classes. ]]> 2023-08-02 19:11:44 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2654974927 Communicating Student Learning bmcdonald65 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2655528524 With the recent changes to our whole system of grading, it will likely be another year or two before I've figured out how best to plan/execute/report student progress and achievement in regards to our new Attributes-based grades. My reporting out is, admittedly, more about ELA skills and tasks completed. And the Progress reporting tends to occur more in the Formative phases of a unit. Students might communicate one-on-one or within written feedback on an assignment what they're struggling with, what still needs to be improved. At the end of a unit, I often have a self-assessment as part of the grading process. Students will simply add a horizontal line below their finished work; below that line, they'll tell me what grade they feel the assignment deserved and why. This year, I will make sure they address EACH of the Attributes being graded WITHIN each task. So, a good self-assessment might look something like this:

Overall grade I deserve: Mastery

Problem-Solving LO: I did really well with problem-solving in terms of group work. We had a lot of issues. I showed leadership and helped reorganize when we had issues related to absences and people not doing their share. - High Performing

Professional Communication LO: Honestly, our final product was not great. I noticed when we were presenting that we still had a lot of grammar issues on our presentation, and we probably needed at least one more good source based on your feedback and on the class's questions. So, the Communication LO would be Developing.

Balanced out, though, I'd say Mastery. ]]> 2023-08-03 14:30:16 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2655528524 Ch. 2 jhunter142 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2655601190 There were two quotes that really stand out to me, p. 27 "the first lesson is that success and failure are contextual and connected to both past and future experiences" and p.29 "My conversations with students have changed significantly. We now talk about learning, proficiency and mastery rather than points, percentages, and grades. Their motivation and confidence have skyrocketed as we no longer waste valuable class tome on homework compliance, questions about points or whether an assignment is necessary for their grade."

I think both quotes truly set the tone of a classroom for engage learning and self-motivated students. It helps students decrease stress and anxiety about assessment and learning. It sets them up for future success. ]]> 2023-08-03 16:58:35 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2655601190 Myth #5 kmcbryer https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2655718120 I agree that allowing students the opportunity to submit assignments past the due date does not hinder their preparedness for the real world as long as they are communicating their progress to you. In the workplace, superiors would almost always prefer that you communicate that more time is needed to produce a better quality project than to submit substandard work. Teaching our students to advocate for themselves to showcase their best work teaches much more than any half-completed assignment ever could.

Additionally, I loved this quote... "The best preparation for success tomorrow is success and confidence today." I think it is vital that we instill as much confidence in our students by highlighting what they do "right" than continue to focus on what they do "wrong" and diminish their confidence. It is the students that struggle the most that tend to need the most encouraging.]]> 2023-08-03 22:04:21 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2655718120 ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2655722375 I generally have multiple criteria listes in my rubrics. Mastery means they met all the criteria at least minimally. Exceeds mastery means they went above and beyond in regards to those criteria. Developing means they may have missed a few of the criteria. Not yet would mean they missed most of the criteria.]]> 2023-08-03 22:21:41 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2655722375 aashton30 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2655796898 Myth 4: Students are no longer held accountable
This resonated with me because to me accountability meant turning things in, meeting deadlines, being responsible for your own learning. After reading, I realize those are true but in a different way now. Students must do the practice to be successful for the game and holding them accountable can look different. I’m going to change the way I approach this with my students this year to help motivate them to want to be successful for themselves and hopefully achieve more self-efficacy. ]]> 2023-08-04 01:29:04 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2655796898 Myth 5 students will be unprepared for the real world jhunter142 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656305545 I understand all sides if this argument, as the traditional practices can be said to be unrealistic in life. Real world applications often involve failing and retrying or retesting multiple times. Most things in life it is not expected there is perfection on the first time, then you move on. I feel this makes it even more important to blend learning and assessment in a variety of ways to replicate what real world examples are like. The more we can prepare kids the better as with any job, there are so many things that are learn as you go. Problem solving and working with others are pertinent to success in all avenues. ]]> 2023-08-04 23:03:06 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656305545 Creativity ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656328490 I feel that all 4 of these are really interwoven but if I have to choose, I would prioritize Creativity. As the art/engineering teacher I know that creativity is so important not just to create art or to build/engineer something. If a student is creative in their thinking it allows them to see things from multiple angles, to develop multiple solutions to a problem, adapt to all kinds of environments and situations, and so much more. ]]> 2023-08-05 01:05:55 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656328490 Mastery grading jhunter142 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656467290 I give the students multiple attempts to show mastery and this may also include verbal explanations or demonstrations to show their thought process if paper and pencil or typed answers are not clear. I try to have multiple formative assessments with descriptive feedback before a summative assessment. I think the part of this section that is pertinent is yo help families to understand there is a difference between hard work and demonstrating proficiency. ]]> 2023-08-05 13:14:04 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656467290 Reassessing students jhunter142 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656472626 Reassessment can be challenging. I have found it works best to meet with individual students and while the others are working on assignments. It can take quite a bit of time, but have found it helps students to explain their learning and truly demonstrate their knowledge. It is best to structure this time while students are working on a project or other specific things and then meet with the students you need. ]]> 2023-08-05 13:39:16 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656472626 Assessing group work jhunter142 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656502975 I try to have individual components that are assessed separately. I would like to have the students be more actively involved in the assessment process. I think it is important to include self reflection and also setting up the criteria to assess a project and even spell out group assessment criteria with student input.]]> 2023-08-05 15:43:28 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656502975 Accountability jhunter142 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656562344 I feel individually I am good at handling thr Can't Do Infrequent and Can't do Chronic in my class. I try to help with a variety of different approaches to bridge the gap. As a team I feel we also try to work with the Can't do Chronic and Didn't do groups by creating a system of pulling kids to help them at advisory times and usually do this by subject, or through a mastery matters time we set up as a team to try and help the students. ]]> 2023-08-05 22:31:59 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656562344 Mastery levels jhunter142 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656563689 First, I think it is important to distinguish the criteria using a rubric for each summative assessment. If there are 5 options, families already assume the levels equate to A, B, C, D and F. Mastery is the overall goal, demonstrating proficiency on specific learning objectives. If you have taken the proficiency to the next level, by applying additional skills, demonstrating a much higher level of understanding and being able to fully explain it or teach it to others. These things are also demonstrated using new or creative ideas and show a different way of looking at the concepts. If students are not proficient in some areas, then this would be lower than mastery, depending on the level of proficiency demonstrated. ]]> 2023-08-05 22:46:25 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656563689 Reflection ejunker1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656578376 I often have a handful of students ask or email me about their grades when I post new assignments, but it’s never more than a few. I try to have students be more involved with their progress by completing a self reflection at the end of each project that they turn in to me. I want to adjust it for this year based on the reflection questions in the book, to try and make it more relevant and meaningful to them. I also have a goal of communicating more with families and the students themselves about their progress throughout the year. ]]> 2023-08-06 01:07:04 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656578376 abell307 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656725854 Students should value feedback more than the actual grade. In the future I will make an effort to improve my feedback and differentiate how it is delivered to the students.]]> 2023-08-06 14:23:09 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656725854 "Grading practices have to pass the confidence test (will they contribute to a student's sense of optimism?) in order to remain an integral part of how teachers grade students." abell307 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656727890 2023-08-06 14:30:46 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656727890 #5: Students will be unprepared for the real world abell307 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656729970 This one had me thinking about how many jobs look very different than they did 20 years ago. In some ways I feel that our students are more flexible and thus will be better able to adapt to a changing work place. ]]> 2023-08-06 14:39:33 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656729970 Meetings abell307 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656730896 Students have to meet with me regularly to make sure they are on track. If a student is struggling, we will work together to help them get back on track. ]]> 2023-08-06 14:43:57 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656730896 Time abell307 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656734511 A few times I have had a student who worked on the research paper who wanted to improve their grade by redoing an assignment. The problem would be making sure they would have enough time to retry the assignment while also having enough time on their next assignment. For these students, we will usually sit down together an come up with a clear time table and see if they felt they could make these changes in that timeframe.]]> 2023-08-06 14:56:40 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656734511 abell307 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656737171 Unfortunately, senior Apex does not give many opportunities for group work. In the past I have watched students while they work in groups and took notes. I would also give an overall grade for their work. This year I am planning on having students practice their Ignite presentations in groups where they will be giving feedback to one another. This is definitely an area I could improve on, so I will be brainstorming some ideas on how to incorporate more groups work into senior Apex. ]]> 2023-08-06 15:07:17 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656737171 abell307 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656738629 I'm best with Didn't do- Infrequent. Seniors who don't do their work infrequently often have something going on in their personal life. I have found that sitting down with them to ask them what happened to their work is enough for them to let me know what is going on with them and to make sure they are doing alright. We can then come up with a plan to get them on track and avoid this becoming a chronic issue. ]]> 2023-08-06 15:13:05 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656738629 aashton30 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656739699 The university I graduated from was a mastery college focusing on competencies of their learning objectives. Here’s the skill or target and the student either can or can’t. We were given multiple attempts to prove competency of the skills and the final result was either pass or fail. Having this as my background I have found it easier for me to focus on a student’s mastery of content/skill/target/standard. When students turn in work I have always reviewed it, checking it against the learning objective, provide feedback either in writing or verbally through a conference (this is my preferred and most often used method), and every opportunity to fix/redo/correct/prove mastery of the objective. ]]> 2023-08-06 15:17:53 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656739699 abell307 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656740469 Similar to what other teachers have said, I will fist check to make sure that students met everything I was looking for. This includes the LOs and rubrics for the assignments. If they have met the requirements, they will receive at least a mastery. For some assignments I will let students know how they could receive an exceeds (Example: If pictures are included in their blog). For other assignments, it varies. For the presentations, if students went above and beyond with their work (clearly practiced, dressed professionally, etc.). ]]> 2023-08-06 15:21:16 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656740469 Communication abell307 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656741852 For senior Apex, students are getting an early taste of what a professional work environment is like. For some students, that can be a difficult adjustment, especially at the start of the school year. I have had some students who do not always clearly communicate with their supervisor about when they will be able to go to their internship, which can lead to problems.

Clear communication not only helps keep everything running smoothly at the internship, but also helps keep everyone on the same page if there are any issues. ]]> 2023-08-06 15:26:57 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656741852 abell307 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656743130 If you mean just tacking their grades, then I can say the students don't need much encouragement when it comes to checking Otus. When it comes to tracking their hours, it can vary. During our meetings, I always let the students know what their total is, though they don't always remember that number. I find that our meetings are also a good place for students to show off what they have learned at their internships. Students will often tell me in great detail what they are working on there, and it is always wonderful to hear from the ones that are really passionate about their work. ]]> 2023-08-06 15:32:04 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656743130 aashton30 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656745103 I find that time is the issue and challenge. Wanting to provide all the feedback a student needs to help them grow, correct, reassess, and continue teaching to move forward to next lessons is extremely challenging. I want all my students to succeed but don’t want them to loose faith in themselves when they haven’t mastered something and need to correct and manage the class moving forward. Sometimes instead of having them redo the assignment/project I assess those things again on the next project in addition to the new lo focus. This probably only worked because I was teaching ELA. Not sure that will work this year while teaching Math. ]]> 2023-08-06 15:41:08 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656745103 aashton30 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656773354 One way I have monitored group work is by checking in with each group as a whole to discuss where they are as a group, what their roles are, and checking in with each person to see how they are doing with fulfilling their role. What I would like to do this year is taking more time before they begin working to build a confidence within each other first, having them then talk about what each role is and their expectations. I want them to share with each other how they are going to fulfill their role and how they are going to communicate their learning with each other. I’d like to take the time for them to learn how to give effective feedback and how they can use that to grow in their next group activity. I want them to understand that if someone isn’t doing their part there is a way to express that without being unkind. Also, expressing someone isn’t fulfilling their role or isn’t going to meet the deadline isn’t tattling. ]]> 2023-08-06 17:43:43 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656773354 aashton30 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656785652 I feel most confident with the Can’t Do’s both infrequent and chronic students. I am able to quickly identify where a student is struggling and offering them the support they need to help them grow and identify their strengths to improve their areas in need of growth. When a student is struggling more chronically, I have worked very closely with IS and counselors to help developing a plan for the student and to see if Tier 2 instruction will help build confidence and close the gap or is Tier 3 needed and a student has a learning deficit that needs an IEP. ]]> 2023-08-06 19:01:05 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656785652 4 C's jhunter142 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656786678 All 4 are so important, but I think that critical thinking is most important. It's is the basis for all things. I think it is easier to work with students to help them to be more proficient in communication and collaboration, but it is more difficult to help them advance creativity. ]]> 2023-08-06 19:09:20 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656786678 Progress monitoring jhunter142 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656790014 I need to do a better job of incorporating progress monitoring and helping students to do this. Students need modeling and helping with finding things in Otus and having them document progress and reflecting on their learning. We have worked on this as a team, but need to include more feflections independently in my class and help the students at the beginning of the year to set up a specific schedule of when we do this. ]]> 2023-08-06 19:35:23 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656790014 bkohanski1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656791320 I felt like this part is a lot about what we already do in our grading system. I liked the part about getting parents on board because I feel that is one of the harder parts to get parents to understand or to not get mad or think that their child is failing or not getting "A's". ]]> 2023-08-06 19:46:05 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656791320 bkohanski1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656796392 Myth 3 resonates most with me. I think that different subjects think about the mastery or their content differently, which shows how there are different ways to implement standards-based grading. ]]> 2023-08-06 20:15:52 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656796392 aashton30 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656912553 I agree with a lot of what you all are saying. The idea of starting with mastery and determining what that looks like for the assessment is very important. I start with what is the main take away or skill, what are they ways that can look like. Then I think about what the other levels of mastery look like and define those.
As Lindsey Crihfield stated it looks different and changes depending on the skill, assessment, and project.
I like to get students to help me when building the criteria for what mastery should look like. I feel they become more invested with engagement when we set it up together. ]]> 2023-08-07 02:14:28 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656912553 aashton30 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656934910 When I started here I was teaching second grade and they were all virtual so that wasn’t something that I even thought about doing. My 2nd and 3rd year I taught 4th and honestly the majority of the students just didn’t care to check what they received after turning in something that was being assessed. I’d make them checklists to help them chunk what to do and what I was looking for to meet mastery. I thought for sure if I laid it all out for them that I’d have less students needing to redo or fix their work. I would provide explicit feedback on their strengths and areas of growth and still many of them just don’t follow through with improving their work.
This year I am going to be 5th grade Math and would like to implement a skills checklist with the mastery levels for each student to have in their binders. After we do the practice I want them to check where they are for the game. Then compare what they thought to what was assessed. I’d like them to create a plan on how and what they will do to improve to meet mastery.
I’m sure this will take me the majority of the year if not into next year to truly tweak and get it right with students but I’m hopeful that it will create a stronger relationship to their learning journey. ]]> 2023-08-07 02:52:37 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2656934910 smclean38 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2659014856 In third grade, we give our students multiple opportunities to demonstrate mastery and they are carefully scaffolded. Students are reevaluated as the difficulty of the tasks increase. Students that aren't attaining mastery initially are given additional instruction and more opportunities during W.I.N. time. We confer with students when they're having difficulties and/or when assignments are submitted, depending on the nature of the task. Assessments that are given throughout the process and with increasing complexity are more reflective of their growth than single summative assessments. This method has also helped strengthen parent understanding of student progress.]]> 2023-08-09 23:01:38 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2659014856 smclean38 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2659018009 It can be difficult to find authentic opportunities and the time to reassess standards that are only loosely connected to the rest because they don't naturally lend themselves to revisiting later in the year. When we have to come back to these standards, the assessments tend to be less integrated and more out of necessity than anything else. ]]> 2023-08-09 23:11:23 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2659018009 smclean38 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2659020513 We build PBLs that offer both group and individual opportunities to demonstrate mastery. The group work is often used more heavily during initial tasks. Students have individual assignments that allow them to demonstrate their mastery sprinkled throughout the PBL. When there is a larger summative product and it was created by the group, they still individual pieces they were responsible for contributing. These approaches allow us to evaluate them as individuals. We still use rubrics to evaluate their collaboration and communication within the group as well.]]> 2023-08-09 23:18:22 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2659020513 Didn't do/Chronic Issue smclean38 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2659023129 This past year I had a student that really struggled with this. While I wouldn't have said I had a great plan for it in the past, I'm more confident after the approach we used last year. I talked with him about what he needed in order be accountable for getting his work done. He offered that a system that included talking to his parents would probably be the most effective. I created a binder that had a page for each day. It listed what was completed on time (which we celebrated) and what still needed to be done at home. These assignments were never those being assessed for mastery (those don't ever go home at this age). They were the practice that would lead to success later. He understood why completing them was important after we talked about some of the challenges he was experiencing (I never practiced X so when I needed to use X to learn Y it was a struggle). His parents were on board and willing to use this binder to help support him while he continued to develop personal agency and executive skills.]]> 2023-08-09 23:26:29 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2659023129 Third Grade smclean38 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2659025605 The parents see on track, work in progress, or not on track all year long. The mastery levels are only used as a final report at the end of the year. I'm going to talk about those instead, as those are 99.9% of our year.

On track - the student has mastered the content at the level that is expected at this time. The goal line moves as additional concepts are taught for that skill/standard.

Work in progress - the student is beginning to master the content but has not fully grasped the skill/standard as would be expected at this time.

Not on track - the student is not completing work or is submitting work that does not demonstrate any understanding of the skill/standard as would be expected at this time.]]> 2023-08-09 23:32:55 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2659025605 Critical Thinking smclean38 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2659028938 I believe a student's ability to think critically about what they're learning is extremely valuable. The other 3 C's are also really important, but with the rise of AI and the general state of things, the ability to determine fact from fiction will be absolutely essential. Students need to be able to review information, use what they know, and likely do additional research to form their own opinion. ]]> 2023-08-09 23:41:26 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2659028938 smclean38 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2659030602 In the past, we have used rubrics for students to evaluate their own work (achievement). We use the cupcake rubric format because it's easy for students at this age to understand. They complete it on one side of the paper and we complete the other. This helps parents and students see when there is a disconnect between how they think they're doing and how we feel they're doing. We have not used this (or anything else) for them to track their overall progress but it's an interesting idea. I do believe that specifically linking standards will make this piece more clear to parents. I would like to work with McKenzie to develop a way for students to track their overall progress on standards this year. ]]> 2023-08-09 23:46:45 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2659030602 Assessing for Mastery https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2660889896 Lindsey McLaughlin

When I was in the classroom, I would separate summative assessments by LO. By doing so, I would determine level of mastery per LO and then provide feedback per LO to students on strengths, challenges, and areas of improvement. It took me awhile to get there and to be able to separate my assessments in a way that truly assessed them per LO. My LOs were all supported by standards. Each assessment would cover 1 - ? many standards under the LOs being assessed. I would also provide feedback based on specific standards that were being assessed under that particular LO for that assessment. ]]> 2023-08-13 13:20:22 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2660889896 Student Reassessment https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2660891347 Lindsey McLaughlin

I went through several iterations of this and still think I had a lot of work to do.

Biggest challenges:
* Students resubmitting work/asking for reassessments before I had finished grading all of the submitted work.
* Students who earned mastery being the majority of students who want to reassess so that they can earn exceeds mastery - this led to the ethical dilemma of just wanting to give them an exceeds in the first place because you knew they were going to want to reassess.
* Determining when a correction - resubmission is appropriate vs. a new assessment/variation of the original assessment is necessary.
* Organizing and keeping up with which students were working on what reassessment and when it was due.

Honestly, I worked on an assessment-to-assessment basis to try to make the reassessment process more efficient and more authentic. I worked on creating better rubrics for assessment, aligning assessments to individual standards/LOs, and creating correctives (different versions of playlists) for students to reassess the standard/LO rather than redo the assessment.

What I was missing was a clear process, from start to finish, that students should follow to reassess on a standard/LO. If I could do it all over again, this is something I would develop and practice in my classroom. I would also adopt Heidi's strategy of having students for through the rubric with her during assessment so that she can grade and provide feedback in real time. ]]> 2023-08-13 13:26:28 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2660891347 Student Collaboration https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2660892461 Lindsey McLaughlin

When assigning group work, I also included individual responsibilities within the project/assignment and recording requirements for those responsibilities. I tried really hard to not negatively impact one student because another student was not pulling their weight. When I had students chronically not contributing to group projects/assignments, I provided them with an individualized version of the project/assignment that was being completed and they were removed from their group.

I left the BMSA classroom before we had the Collaborative LOs. I would have been more intentional in assessing actually collaboration (that Schimmer differentiates in this chapter) than just group work. ]]> 2023-08-13 13:31:28 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2660892461 Levels of Mastery https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2660894261 Lindsey McLaughlin

I used single-point rubrics. This really helped me start with mastery and then work either side of the spectrum when assessing where a student landed, where they need to work, and where they exceeded the expectations - usually through providing a depth of understanding of the standard(s) being addressed in the assignment/project.

Had I stayed in the classroom, I would have adopted the practice of having students explain WHY they exceeded the standards/LOs and WHY they deserved to earn an exceeds mastery on each section of the rubric. While this practice is hard for students (and parents) and can frustrate them, I truly believe that it provides an opportunity to engage students in reflection, feedback, and buy in to the assessment process - all things that Schimmer is proposing in is work. ]]> 2023-08-13 13:39:23 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2660894261 Critical & Creative Thinking https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2660895102 Lindsey McLaughlin

I think critical and creative thinking go hand and hand. I really like how Schimmer (and others) differentiate creative though from creative expression.

To think critically about a subject and seek a depth of understanding that (creates your box to think outside of - Gardner), then you must be able to think both critically and creatively about the standard/subject being addressed. To think critically requires creativity and to provide creative/original thought about a subject requires critical discernment. ]]> 2023-08-13 13:43:01 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2660895102 Student Ownership https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2660896264 Lindsey McLaughlin

This is something I was really working on when I left the classroom. I certainly did not master this, but I did do a lot of work towards it.

Here are some of things I was working on:

*LO-based student reflection
*LO/Standards-based correctives for reteaching and reassessment (a lot like playlists, but I like playlists better)
*Student mastery contracts that were shared with students and parents
*Student self-assessment on rubrics

What I would work towards embedding in my practice today

*Student assessment conferences where we talk through the rubric together and form a consensus on mastery level
*Students evaluating their work per the rubric before submission and provide narrative evidence for where they fall on the rubric and WHY and HOW they exceeded mastery ]]> 2023-08-13 13:46:45 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2660896264 dbrook6 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661592483 Realizing that the consequence for not doing work is making them do the work! I love the idea of giving an incomplete grade until it is complete!]]> 2023-08-14 15:28:26 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661592483 dbrook6 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661593721 I need to think about how to keep students from abusing the system and make them want to be ready to take the assessments the first time and not wasting attempts.

]]> 2023-08-14 15:30:18 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661593721 dbrook6 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661596571 I want the grades in my class really focus on their abilities and not on fluff. I want to make sure they understand the content in order for them to be successful in math next year. I want to focus on the attributes that will help them be successful in math as well.]]> 2023-08-14 15:34:29 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661596571 dbrook6 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661601326 "Failure and success are not episodes, they are trajectories...the next performance is shaped by what happened the last time out"
The mental game is huge in golf because when confidence starts to fail, abilities will too. I see this in math a lot. Students start to believe that they can't or will never pass a test.

]]> 2023-08-14 15:40:59 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661601326 dbrook6 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661603327 I have been know to quote myth #5. I have tried for so long to make sure my students are ready for college math classes! I have said, " you will never get retakes in college!"]]> 2023-08-14 15:43:40 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661603327 dbrook6 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661607242 In my 18 years of teaching, I have always allowed partial credit on tests and recovery points for half credit. At Bio-Med, I have given a test, handed it back the next day (ungraded) for them to look at and fix or complete anything they didn't do. Then I went through and marked them right or wrong then let them fix anything marked wrong before a final grade was given.]]> 2023-08-14 15:48:13 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661607242 dbrook6 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661615058 The most challenging part for me is keeping track of who needs to do what and keep them accountable. I need an organized way to handle retakes and missed tests. I want to make sure parents know when their students need to retake so I get help from home as well.]]> 2023-08-14 15:57:58 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661615058 dbrook6 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661617914 I don't do a lot of group projects but this year I want to hold them accountable for helping each other during the learning phase. I want to scramble seats often and give them a grade for collaboration. I want to see them working with people they don't usually work with or tutor someone who needs help!]]> 2023-08-14 16:01:50 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661617914 dbrook6 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661619394 I think I struggle the most with the didn't do. As juniors they should care enough to complete it and I tend to get frustrated with them. I handle the can't do MUCH better when they will come to me for help. I have all the patience in the world for those kids. I need to be better at reaching out to the can't do and won't ask for help.]]> 2023-08-14 16:04:02 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661619394 dbrook6 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661621722 Oh my gosh! I am so guilty of attaching a percent to each of those levels! I am focused this year on discovering what each of those levels look like on a test. I am scared because it is not based on number right/wrong! I know extended will be those students that can give the explanations above and beyond just solving the problems. After that, it gets muddy to me. ]]> 2023-08-14 16:07:15 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661621722 dbrook6 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661625964 As a math teacher, I believe critical thinking is crucial. I need them to be deep thinkers and realize that there is a lot of ways to tackle a problem. From there they can get creative in how they will solve it. ]]> 2023-08-14 16:13:06 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661625964 dbrook6 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661628736 Part of my problem of tracking students on missing work and retakes is the fact that I am the only one that thinks about it until May. If I have the students create a page in the front of their notebooks that track their tests and grades, they will be reminded every time they open their notebook. I could have a google form that they fill out after a test is graded and all the info would go to the same spreadsheet that would help me track which tests are passing.]]> 2023-08-14 16:17:11 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2661628736 agerez1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670239394 Biggest takeaway- Progress is progress, no matter how slow. Changing mindset within the community takes time. I always need to remind myself of this! Also being mindful with parents. What we are doing looks NOTHING like their experiences at school. It is very important to include them in our process of changing how education looks so we can get them on board. ]]> 2023-08-23 15:27:55 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670239394 agerez1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670240931 "Confidence is about real optimism that develops from a sense that success is possible, even if it's not immediate" Page 25]]> 2023-08-23 15:29:06 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670240931 agerez1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670244415 I highlighted, starred, and wrote in the margins all over Myth 1.The idea of not lowering the bar, just understanding it takes students different paces to get there is a main driving force behind my new class model. It is more important that students MASTER content, even if they master less. ]]> 2023-08-23 15:32:03 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670244415 agerez1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670298219 This chapter really made me think. I felt that this chapter really went against what we are trying to do at Bio-Med. This chapter states that evidence for grade should be organized by standards separately from attributes, that is important the students grade represents the level they are proficient in the content. We obviously don't have content LOs so can we truly move to a standards-based mindset? ]]> 2023-08-23 16:22:21 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670298219 agerez1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670320894 As a senior teacher, this one is hard. One of the goals with senior year is to "prepare for college". Depending on the major, group work may be a thing or may not. If it is, individualized grades are RARE. The entire project needs to be done regardless if group mates intend to help. In this regard, I think natural consequences are key. Those that do the work are more prepared for the assessment of the work. They are also more likely to work hard as a team when they reach their career which can be evident in the job setting.

]]> 2023-08-23 16:44:00 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670320894 agerez1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670326438 I think it's easy to say we are the most comfortable with Can't do- Infrequent. I am also comfortable with Can't do- Chronic. What I struggle the most with is Didn't do- Chronic students. How do you force a human to do something? I am learning quite quickly with my 2-year old that is it not an easy task. I do however think that the new advisory email set up we have implemented this year is a good step forward in relieving this issue :)

]]> 2023-08-23 16:48:14 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670326438 agerez1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670328876 I don't to be honest. I explain what the differences between those are on each individual assignment though. OTUS does the rest.

I use one point rubrics with the seniors, so I always provide what Mastery looks like and have the students argue what they did to qualify for Extended. ]]> 2023-08-23 16:50:14 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670328876 agerez1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670335765 I am going to say Communication. I think communication is a basis for the success of the other 3 C's. Good communication skills are going to lead to a group that can collaborate better, be more creative, and critical think through an issue.

]]> 2023-08-23 16:56:43 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670335765 agerez1 https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670338135 Students are going to be more involved in their progress this year. Using the contract grading system this year has students choosing what mastery they want on their transcript during the first weeks of school. In order to earn that grade, students will have to track their progress and meet the requirements laid out in the contract.]]> 2023-08-23 16:58:55 UTC https://padlet.com/slammlein1/2rq25huu0ql7nfjp/wish/2670338135