John shares some important links below, echoing a point made by Robert here recently. That John's administrators responded positively to these articles is a testimony to his hard work over the past three years to change a deeply entrenched class
Summative assessments don’t help with instruction. They are important only for retention (determining who can go on to French II), but don’t help once kids are in the class.
But Data Turds don’t
Here is my response to the data turd that I wrote to the vertical team:
Some thoughts after our meeting:
Since confidence in students is so important, when we ask them to produce writing or speech to align with some kind of
I'm reposting this post from a few weeks ago. I'm still working on an emotional level, trying to process it (being attacked in front of 11 colleagues in a vertical alignment meeting. (I will also post my written reaction to
On the topic of sheltered vs. targeted we need to define the terms. Since we all have come to this work in different ways, we all may have different ideas of what they mean.
Here's what I think they mean, and
Jen continues her reflection on Claire's original articles:
In summary at some point I will be accused of “grade inflation.” But I have the advantage of being the only Spanish teacher at the high school, and in fact in the whole
In the previous articles jen described how she assesses and grades. In this one she describes how she gathers data:
Data: we are required to submit our “benchmark data” at each quarter. This one cracks me up. First quarter I was
In the previous article jen described how she assesses. In this one she describes how she grades:
Grading: most kids pass bc they demonstrate understanding in some way. even tho my CI classes are messy and contaminated with too much english.