Kick Your Assessment @drtimony

+ grading
decision making
established method
reporting time/attendance

- grading
hard data overwhelms....
some things don't lend themselves to grading
LOTS of info = boxed in

Does not turning in work and giving a grade of F grade knowledge or behavior?

Does anyone give 100% just for turning in homework?

Why R college people only graded on mastery - showing up is (usu) optional. Why are K-12 graded on HW & showing up?

@**ericnentrup** **@******DrTimony**** said, "In general, if it's not gonna receive feedback, it shouldn't be assigned."

Example of Multiple grades: Mastery-Process-Progress

Dr. Timony is NOT an advocate for including behavior in a grade. It's a leadership issue from the top that they think kids will misbehave if they're not graded on behavior.

Pros and cons of Grades:

  • Decision making
  • Established method: Progress/Regress
  • Reporting time attendance
  • Hard data overwhelms
  • Don’t lend themselves grading
  • LOTS of info goes into ONE number
  • Stress kids/EVERYONE
  • Alignment

What do we do about …. How do we create a rock solid plan for assessing students?

  • Should kids get lower than a 50%?
  • Should class participation count in a grade?
      • Should non classroom behaviors lower/improve grade?
      • In reality, if they’ve mastered the material, what grade should they get? Do you have a leg to stand on if you give that student a C?
    • Should we give 100% for turning in homework?
      • Say a kid does all the homework and classwork (gets 100% on all) but then gets a 50% on the test?
        • If you get 100 on the homework, how did you fail the test?
      • “They know all the material, they just failed the test!”
        • Assessment:
    • “What is homework?”
      • If it’s not going to be given great feedback, what’s the point of giving homework?
    • “Johnny Crayons”
    • “What is the difference between an 89 and a 90?”
    • “If it’s important enough to teach, shouldn’t it be important enough for all them to learn it perfectly?”
    • “Assessment” is VAGUE!! TESTING/MEASURING, however, is very concrete.
    • Would you assess your car the same way you assess your students?
      • We need hard numbers to quantify ___. But how do we do that?
        • Separating grades:
          • mastery, progress, process
      • “I don’t believe that not taking points away [for misbehavior] will make kids misbehave”