(This post was originally posted on Assessment FOR Learning
. While it does not directly relate to freshmen, it does relate to the art of teaching and assessing.)
Members of this network may have noticed a video that seems out of place on an educational social network. The video is of a post-game interview with NBA player Allen Iverson. Why in the world is that on here?
Salem High School
teachers on this Ning know the answer to that. When our school first started taking a serious look at AFL, we realized right away that how you chose to grade assessments could negate the learning that they generated. In other words, if you use AFL strategies well they will lead to an increase in learning. Students and teachers will be using feedback to guide learning and instruction. However, if we want the student's grade to reflect the learning that occurred, we must be very careful and deliberate about how we grade (or don't grade) the assessments we give. Allen Iverson - believe it or not - has something to say about that. Watch the video and then I'll explain.
(If the video on this post didn't load right away, try reloading the page.)
It's been awhile since I've seen that video. Could someone refresh my memory about what he was "talkin' 'bout"? Oh, that's right - PRACTICE!
First of all, my posting this video is not in ANY WAY making a point about the need to practice when you're on a team. I'm not AT ALL an Iverson fan. It's just posted because it gives us an image to which we can relate - We're Talkin' 'Bout Practice
How does this relate to grading? Think about your grades and your assessments. How many of them are "practice"? In other words, how many of your assignments are intended to help students practice so that they can learn? I bet you that most of them are. Now let's think about grading. How many points to you assign to these assignments? What would happen to a student who mastered the content, as evidenced by your final graded assessment, but did poorly on the practice assignments?
Let's get more direct: How many students are failing your class because they either didn't do or did poorly on your practice assessments? Do you have students who can pass your tests - or whatever your final graded assessment is - but fail your class? Why is this? It's because their practice assignments - the ones that were supposed to help them learn - are counting against them. Never mind that they mastered the material - or at least learned it to a level above failing. Never mind that you taught them even though they didn't do all your assignments. Their practice is causing them to fail.
By the way - I'm not saying here that practice isn't important. I think students should practice everyday in class and every night at home. But should practice be graded in a way that allows a kid who learned the content to fail the class or receive a grade that does not represent learning?
The Winter Olympics just ended. Some gold medals were won by less than 1/10 of second. What if the practice runs were then averaged in causing the gold medal winner to get a silver? That would be ridiculous. Our goal is to get kids to be able to learn and perform. If they do this then it's because of the job we did. Why would we then take a bunch of practice assessments and average them in with the assessments that really counted?
If we use AFL to increase learning but then grade poorly, we can end up negating the achievement. Take a look at your grade book. Examine why some students are failing. Remember - WE'RE TALKIN' 'BOUT PRACTICE!