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Scoop.it!
From
bigthink
I’ve been teaching college English for more than 30 years. Four years ago, I stopped putting grades on written work, and it has transformed my teaching and my students’ learning. My only regret is that I didn’t do it sooner. Via John Evans 
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Scoop.it!
Scoop.it!
Beth Dichter's curator insight,
June 28, 2013 10:30 PM
A great find from Larry Ferlazzo but what are the other five? A bit of research led me to a presentation by Rick Wormeli "Fair isn't always Equal: Assessment and Grading an a Differentiated Classroom" and sure enough the other five were located in the presentation. The are listed below: * Assessing students in ways that do not accurately indicate students’ mastery (student responses are hindered by the assessment format) * Grading on a curve * Allowing Extra Credit * Defining supposedly criterion-based grades in terms of norm-referenced descriptions (“above average,” “average”, etc.) * Recording zeroes on the 100.0 scale for work not done To check out the full presentation (and it is a long URL): http://www.vashonsd.org/mcmurray/science/justin/Resources/Wormeli/Annual_Wormeli_Fair%20Equal.pdf. |
Scoop.it!
By ensuring that their grading methods accurately report content knowledge, teachers can promote and reward student growth. Via Tom D'Amico (@TDOttawa)
Scoop.it!
Teacher hate grading papers and projects. Here are 4 reasons every teacher wants to stop grading students. Via Tom D'Amico (@TDOttawa) , Rui Guimarães Lima
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