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Rethinking Grading and Assessment Practices – Part 1 – Why Change?

The Principal of Change

There has been a multitude of conversations regarding assessment and grading practices, focusing on shifting practice that makes more sense not only for the current time we live in but also moving forward. She had said, “How we assess drives our teaching, not the other way around.” ” I would agree.

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Panel Presentations: Connect Students with a Real Audience

Catlin Tucker

When I send home the parent survey (via Google Form) at the start of the school year, I always ask parents if they are interested in lending their expertise and time to be on a panel or assess student work. I find it interesting that most teachers at the secondary level do not ask parents to come into the classroom to help out.

Secondary 419
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Design a Choose Your Own Adventure Learning Experience

Catlin Tucker

The first is a simple choice board format and the second is an interactive Google Slide deck. For example, an elementary teacher may want to focus on a specific season or weather pattern while a secondary teacher might focus on cell division or energy sustainability. Choose Your Own Adventure Google Slide Deck.

Learning 546
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Post-Lesson Reflection: What Do Students Think They Learned?

Catlin Tucker

In the last two blogs, I have focused on strategies teachers can use to 1) assess prior knowledge before a lesson and 2) check for understanding during a lesson. I’ve suggested that teachers build mechanisms into their lessons to collect formative assessment data. The third piece to this puzzle is a post-lesson reflection.

Learning 420
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3 Strategies for Personalizing Feedback Online

Catlin Tucker

Instead, I would like teachers to focus on supporting the process and providing students with actionable feedback they can use to improve their work before the teacher assesses it. Teachers working with secondary students can use scheduling software, like Calendy , to streamline the sign-up process for real-time feedback sessions. #2

Strategy 546
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The Problem with AI Prompt Feedback (and How to Solve It)

The CoolCatTeacher

25 points contributed to the Google Doc (you won't be able to give feedback on that, but via the prompt, you can encourage the students to remember to edit. When assessing the students' work, the grading rubric should take into account their contribution to the assignment, while also imposing penalties for spelling and grammar errors.

How To 338
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10 Tips for Teachers Using the Station Rotation Model

Catlin Tucker

This goes for secondary students too! 6) Print paper directions (in plastic covers) for offline stations and create online directions (Google doc, class website, LMS) for online work. If I grade something, it is an assessment. Click here for more on grouping strategies and organizing groups. I don’t grade practice.

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