Authentic Assessment – Ben – 33

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6 thoughts on “Authentic Assessment – Ben – 33”

  1. Alisa Shapiro-Rosenberg

    Let us not forget that as much as this new generation of rubrics will serve as a feedback tool for students and their parents, it is also a tool for educating the other ‘stake holders’ – admins & other teachers. It’s another conversation for Ben to have with his principal about what constitutes student progress in a class that ‘teaches’ an unconscious skill…

    Does it address “how to lesson/curriculum plan?” Not directly or in the traditional sense. But it lets admin know that we are constantly assessing for mastery, and that the ongoing comp checks are a feedback loop telling us when we can add more chocolate chips to the dough.

  2. One more thing. We cannot let others dictated how we assess. We are the professionals. But we don’t act like it. Why is this?

    WE ARE THE ONES TEACHING SO WE GET TO DECIDE HOW WE ASSESS. IS SOMEONE WHO DOESN’T EVEN KNOW OUR CRAFT OR THE RESEARCH IT RESTS ON GOING TO BE ABLE TO COME IN AND TELL US HOW TO ASSESS? REALLY? SOMEBODY THROW ME A BONE HERE! DEEP BREATH EVERYONE. WE MAKE THOSE DECISIONS. STAND UP NOW, STAND UP FOR YOUR RIGHTS. OH BOY WE GOTTA QUICK DOING THE “I SUCK AND I AM LITTLE” ACT. IT’S NOT ATTRACTIVE. AND IT ALLOWS FOOLS TO DICTATE TO US. NO SIR. WE WILL CHANGE THIS SO THERE IS NO DOUBT IN OUR SCHOOL BUILDINGS WHAT WE ARE DOING AND HOW WE ARE GOING TO REPORT IN ON WHAT WE ARE DOING. HELLO! WE’LL HAVE IT READY FOR THE FALL.

    Related:

    https://www.youtube.com/watch?v=X2W3aG8uizA

  3. I’m getting mixed messages; take a break, or keep it going :/ Part of my quote that’s been floating around was cut off in the original. It should’ve read:

    The fewer levels we describe, the more accurate and clear it is to assess (i.e. for us doing the work).

    As an example, some people think that grades should mean something and that they accurately reflect what a kid can do. I have no idea what the difference between what a kid with an 87 and a kid with an 86 can do. This grading example uses 100 levels (or 50 if that’s the lowest grade possible in your district). I would argue that no one can describe 50 levels of doing something, let alone 100. Maybe 6 levels is fine. When it comes down to where a kid is on a rubric, I can make that call a lot easier with fewer levels. Having only two is the most extreme case, but it’s the easiest way to go about things.

    Using rubrics vs. just having them on hand seems to change the discussion, which will be great to pick up. I’m sure we could get quite creative with rubrics that appear detailed and to check boxes. The question I’ll be pondering over the summer is whether we gain more from giving adminz what they think they want, than if we informed them of how unnecessary most of it is given how different language acquisition is from everything else.

    I’m not going to login here until after NTPRS. If anyone would like to contact me directly for anything, I’m at lpiantag@kent.edu

  4. Steven Ordiano

    Truth is, I do not have internet at my house. The result is more time with the family and my attempts at song-writing. I leave work where it is.

    “This rubrics/assessment thread is like trying to stop a freight train but I do feel honestly that we need a break from it as discussed here yesterday.”

    Yes. In order to stop a freight train we need time. I will be taking some personal time to reflect on assessments.

    “I don’t like it that our high IQ Fresno Bad Boy is expressing confusion here. He usually gets things, here in his first year of teaching, in like -5 seconds. So we need to get clear on this.”

    Well, I’m sure when I expressed confusion. I’m learning like everyone else and there is much information to take in. Thanks for the encouragement though.

  5. Robert Harrell

    I originally posted this in the 2nd Grade Assessment thread, but here it is again:

    “Certs is a breath mint!”

    “Certs is a candy mint!”

    “Stop! You’re both right!’

    I feel a little bit like we’re in that famous Certs commercial.

    Lance is correct that having fewer “gradations of correctness” actually produces greater accuracy in placement – especially when we are comparing to “standard grading scales”. Can a teacher truly distinguish 59 degrees of failure? Or 41 degrees of “success”? Furthermore, how many times do teachers give tests and quizzes with exactly 100 items? They give quizzes with 5, 10, or 20 questions and “convert” that to “percentages” or hundred-point scales. The margin for error in placing a student is as much as two letter grades. How is that equitable?

    BTW, the 100-point scale did not become the norm until the widespread use of computers in grading. 100 is convenient for programmers; there are no sound pedagogical reasons for it. Schools adopted percentage grades because they fit the thinking and needs of computer programmers who were providing software to school districts. This grading scale has no basis in learning or education.

    The most common scales prior to the widespread use of computers were 3-6 points, and this seems to be the range of the most useful and accurate gradations. Obviously, the most simple categorization is “everyone”, but that tells you nothing. The next simplest is “pass/fail”, and that is used in universities. Three to six categories fits well with human thinking: we often group things in threes, and more recent cognitive science indicates that the human core memory repository is set up to handle four +/-one (i.e. 3-5) meaningful items in our conscious or working memory.

    So, I would agree with Lance that fewer categories are better, at least to a point. (BTW again, I base grades on a scale of 1 – 5.)

    However, we need criteria for placement in the categories, and that is where rubrics come in. We worked for a long time on jGR, and that allows us to give students a good idea of how well they are meeting these standards of interpersonal communication. And the rubrics need to be clear. This takes us back to the ideas of test validity. It has to be something that the teacher can use consistently and get consistent results, so it has to be sufficiently clear but not so detailed that it becomes unusable because it is so cumbersome. There are some pretty horrible rubrics out there, but there are some pretty good ones as well. I am just tossing out an idea, but it seems to me 3-5 items is a good number for a rubric if those 3-5 items are clearly formulated.

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