Approximate Reading Time: 4 minutes Source: What Traditional Classroom Grading Gets Wrong (G)rading policies—which appear to be an objective, fair, and accurate method to describe a student’s academic performance—often increase achievement gaps by infusing grades with teachers’ implicit biases or by rewarding or punishing students … Continue reading
Approximate Reading Time: 3 minutes Not a ‘Pointless Exercise’ Briefly, Martini noticed that her students didn’t seem to get the connections she had hoped they would on the assignments she gave, and wondered if it would make a difference if she made those connections explicit. … Continue reading
Approximate Reading Time: 3 minutes Badges, Points, and Leader-boards, oh my! I’m working on a book – a series, actually – about gamifying learning, only lately, I’ve really been struggling with the term itself. GAMIFICATION Hmmmm. It just doesn’t seem to fit anymore. Is that … Continue reading
Approximate Reading Time: < 1 minute It’s not the students’ fault. Not making marks random, and reducing the risks of failure are what gives students more room to really think. We owe them that. We need to get rid of compartmentalized grading entirely, and quit blaming … Continue reading
Approximate Reading Time: 3 minutes I’ve known about the concept of contract grading for some time, but have never really seriously considered it. Then I saw this. This article explains it quite well. So, Seriously!? You are going to ask someone to decide, at the … Continue reading
Approximate Reading Time: 2 minutes I came across this article: “Sorry, I’m Not Taking This Test” | Mother Jones. We don’t seem to be quite as maniacal about it in Canada, but standardized testing has spread like an epidemic in the US. Without the proper perspective … Continue reading
Approximate Reading Time: 2 minutes It seems to be one of the “in” things right now. What does it really mean? Is it always a good thing? How can it be implemented in a way that is meaningful? What Do We Really Mean When We … Continue reading
Approximate Reading Time: 2 minutes The primary purpose of assessment and evaluation is to improve student learning. I came across this while working on my book. This approach has become part of the teaching ideology throughout much of Canada (2006 for most of western Canada, 2010 for … Continue reading