Archive for the 'Grade' Category

Digital Badges: Better Than Grades?

Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter grade does not mean the same thing among grade level teachers. Does an “A” in Mrs. Brown’s 7th grade English class in Roxo Middle School equal an “A” in Mr. Cooper’s 7th grade English class in the same school? (tuttle, https://eduwithtechn.wordpress.com/2007/02/09/classroom-grades-dont-reflect-student-learning/)

The final grade in a course or even a ten week grade probably does not reflect the actual academic learning.These grades may not reflect the academic standards (Common Core, standards or proficiencies) for that course.

Badges allow teachers to focus specifically on student standards or proficiencies. A writing teacher may want badges to represent the various phases in the writing process. For example, a teacher might award an “idea generation” badge that indicates that the students can use at least two different brainstorming techniques to generate ideas for their writing. An “organizer” badge reflects that the students can use a graphic organizer or chart to plan out their writing. A “topic sentence” badge indicates that the student can consistently (three body paragraphs in the same essay) use topic sentences that introduce the purpose of the paragraph. An “Introductory paragraph” badge will demonstrate that the student can successfully write an introductory paragraph for two essays. A “revision” badge can show that the students can improve their writing by revising their own writing based on their own analysis and  incorporating the formative comments of teachers or peers.

These writing badges represent specific writing proficiencies. Most students in their writing career have probably just obtained a letter gade on their writing which does not identify their strengthens. They probably have not received an overall writing grade. Their teachers may not have indicated the students’ growth over time in writing. However, badges quickly identify the students’ writing proficiencies and to-be-developed proficiencies.

Do you use grades or badges to measure your students’ progress on the standards or proficiencies?

Three books of interest:

Successful Student Writing Through Formative Assessment
English Common Core Mobile Activities ebook
Formative Assessment: Responding to your Students

 

Online Grading For Communicating Students’ Learning Problems and Successes

Administrators want accountability for learning in schools.  One way to build greater accountability is for teachers to use online grading programs that give students and their parents access to the  grades.  For example, the teachers can use the free program of Engrade or a commercial program such as Blackboard.

As soon as the teachers enter  a grade for any assignment, the overall grade is updated. If students know their updated grades on a regular basis, they can decide how to improve.   Parents who have access to  their students’ online grades do not have to worry if their children are correctly relaying their grades; they can help direct their children in areas for improvement. For example, when students and parents see a grade of 40/100 for homework, the students and their parents become aware of a critical area for improvement.  When students and parents know grades on a daily/weekly basis, they feel on top of things; they do not complain that they did not know the grade until the five week period.  Administrators and guidance counselors get less complaint phone calls about grades when students and parents receive constant updates on class grading.  When students and parents see on-line grades as they are entered, they can nip any problem in the bud.  Students can do much better in school.

Likewise, administrator have greater accountability since the teachers become constantly aware of the overall progress of the students.  As the teachers enter the most recent quiz grade, they see the previous quiz grades  as well as the overall quiz grade. The teachers see the class average on each quiz so they can decide if they have to re-teach  the concept in a different manner.  Administrators realize that when teachers use online grading programs, these  teachers  have up-to-the-moment feedback on how well or poorly the students are doing.

How does your school communicate grades to students and parents so the students can be more successful?

I have 15+ Spanish spontaneous speaking activities at Teacherspayteachers:  http://bit.ly/tpthtuttle

My formative assessment books:   http://is.gd/tbook

Why do students’ final grades not reflect their highest achievements?

Many teachers calculate the students’ final  grade by having a grading program or spreadsheet average the four quarters and the final.

However, this averaged grade does not represent the students’ highest learning.

For example, if a student had a 70, 75, 80, 85 for each of the four quarters and 90 on the final,  that average (with equal weighting) is 80. This grade does not represent the students’ achievement which was a 90.

Why do we not award students’ their highest grade as their final grade as in formative assessment?

A future lawyer can take the bar exam as many times as possible.  When the future lawyer  passes, the law association accepts that passing; it does not average in previous failures.

Think of the number of young people who take their drivers’ test several times.  When they pass, they pass. The Department of Motor Vehicles does not average in the past failures. If they did, many young people would never pass the drivers’ test.

A writer  submits a manuscript to a publishing house and  the publishing house rejects it (gives it an F).  Does the next publishing house refuse it since the manuscript had  already been rejected somewhere else?

When will educators not penalize students for previous efforts?   When will educators reward student achievement instead of minimizing the achievement?

How do you grade students for their final grade?

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

Grading for Success or Failure

A critical question is whether we, as teachers, focus on grading for success or failure.

I think most of us grade for failure.

Jaime has done four science labs. In the one in Oct., he got a 20, in Dec, a 40, in Feb., a 60 and in May, an 80. His last lab score was an 80. He improved from a low 20 to an 80. So what grade do we give him? Do we total his scores (20 +40 +60 +80 = 200) and divide by the number of labs (4) to get the average of 50? Or do we give him a grade of 80?

Also, Luisa was in the same science class. Her grades were 80, 80, 80 and 80.  Her last lab was an 80.   Her average is an 80.  She showed no improvement throughout the year.

Both Luisa and Jaime ended up with the same last lab grade.  Do we reward one  student more than the other?

What does your grading reveal about your focus on success or failure?

My book, Formative Assessment: Responding to Your Students, is available through Eye on Education.

Reponding to Your Students

Also, my  book,  Successful Student Writing Through Formative Assessment, is available through Eye on Education.

Successful Student Writing Through Formative Assessment

Change to Assessment from Grading

Very often teachers use the terms grading and assessment interchangeable. However, they are very different.

When we grade, we give a “final” score to something such as a B and an 83. Usually when students receive a grade, they know that learning that material is over; they do not have to think about improving on materials in the unit. Also, they often receive one grade on their work during the unit.  Likewise, students will likely receive a holistic grade, one grade for all the various parts of the whole work. Grades stop the learning.

On the other hand, in assessment, particularly formative assessment, students do not receive a grade on their work; they do receive a few critical suggestions for improvement. Students know that they will use  this  formative feedback to improve. In addition, they know that they will receive many assessments on this topic.  Furthermore, if  teachers use a rubric, the teacher uses an analytic rubric where the students receive indicators for many major components for their strengths and specific comments on how to  bridge the learning gap.  Formative assessment moves the student forward in the learning.

Can a student receive just assessment up to the final grade? Yes.  I teach courses in which the students are assessed every class. They do not receive a grade each class. Do they know how they doing in their learning-both their strengths and their learning gaps. Yes! Do they constantly improve throughout the course? Yes.

Try assessing instead of grading to see how much more beneficial it is to the students and to you!

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Formative Assessment and Successful Student Writing Through Formative Assessment by Harry Grover TuttleFormative Assessment and Successful Student Writing Through Formative Assessment by Harry Grover Tuttle

My book. Successful Student Writing Through Formative Assessment will be available from Eye-on-Education in the Fall.

Baby Walking and Improving Student Learning

My grandson is beginning to walk. He takes about ten steps and then falls down. He crawls over to the nearest table/chair and gets up again. He does not get discouraged about failing to walk many steps. He walks some more and falls down again.

How do we help our students to not get discouraged about their failures?  Do we use the “fail forward” mentality that a failure is simply an indication that we tried something that did not work and now we can try something that can work?  A mistake is an opportunity to learn. When students see their answers and work  as work in progress, they are more willing to take chances and move forward. When we do not criticize them but help them to see how to improve, we encourage them to see failures as stepping stones as opposed to stop signs.

How do you show your students  that learning from  mistakes is a sign of growth?

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Reponding to Your Students

Having Students Go from Proficient to Above Proficient Through Improvements

In my Oral presentations (speech) class, I’m grading their final speeches on how much they have improved from when they originally gave the speech. They have to show me their original speech, the rubric in which I indicated their strengths and gaps, and a sheet which explains how they are overcoming their gaps. Their final (two speeches that they select from those they have done) are graded on improvement.  If they show the three  improvements, they get an A. For each learning gap that is not changed into a strength, they loose ten points.  So far students have shown drastic improvements, their speeches have gone from being below proficient or being proficient to being above proficient. They have learned to support their speeches with image-based PowerPoints that drive home their messages. When we raise the bar and prove ways for students to improve, they go over the bar!

How do you have your students improve and become above proficient?

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.

Reponding to Your Students


RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
    hgtuttle
  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
    hgtuttle
  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
    hgtuttle
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
    hgtuttle
  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter […]
    hgtuttle
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
    hgtuttle
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
    hgtuttle
  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
    hgtuttle
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
    hgtuttle
  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
    hgtuttle

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