Tuesday, March 4, 2014

Formative Assessment Assignment for 3/4/14 class

Assignment Objective:  Create an itinerary for a business trip

Formative assessment (Task 52)
     Students are to complete Task 52 after researching flight arrangements from Ft. Lauderdale to Chicago.

Case information
     Paula (owner of Paula's Plantscape) would like to leave Ft. Lauderdale sometime in the early morning next Friday and would like to return on Monday in the early afternoon.  Students are to research the cost and best flights that meet the above criteria.

Data
     Terms
     Travel sites
     What information was required
     Comparing travel times with cost
     Length of travel time
     Meeting case criteria
     Travel distance and time needed to and from airport

Data Analysis
     There were 3 students out of 14 that had trouble extracting the necessary information.  Confused 
     on how to pull out the information from the websites.  (I.e. considering all the required variables for 
     the flights.)

What next?
     Have a student work with them and explain how to navigate around the site.
     Have the student write down questions that need to be answered.
     All students will need this information in order to complete the itinerary.
     
     

     

Sunday, January 5, 2014

Biggest Take-Away From "A Repair Kit For Grading" (15 Fixes for Broken Grades)

     My first comment is that I thoroughly enjoyed the book.  At this point, my biggest take-away is that it has certainly made me reflect on my previous practices and uses of grades. In my past 24 years, there have been many suggestions and discussions on not only the process of grading but rather how you eventually arrived at the value of the assessment.  I believe that it truly depends on the courses that you teach--on how an assignment or standard is mastered or not.  Also, is the standard achievable by all students?

     Secondly, wIth regard to the 15 Fixes, I already use several that are described by Mr. O'Connor and his committee.  I also agree, to a certain degree, with the suggestions to not grade for effort, using zeros, group grading, attendance, and offering extra credit.  However, again it depends on the type of course you teach and how the expectations/standards are organized.  To explain, a student may not
have done well at the beginning of the course, however, at the end of the course the student begins to improve--the beginning and the ending concepts may not even be related.  So, in this case, the fact that the student has improved, has no relevance on the fact the material at the beginning of the course was not necessarily mastered.

    Thirdly, you must ask the question relevant to assessment design.  Have you truly considered all the learning styles of the students that you have in your course?   To explain, if writing is not necessarily a requirement for your course, then would an assessment requiring only essay responses be a true measure of mastery?

     I suggest that we continue to maintain high expectations for all students, design our curriculum for our courses with standards that reflect real world expectations, offer reteaching, provide timely and constructive feedback and ensure that assessments are truly measuring for mastery.

Paola Trottier

Friday, November 8, 2013

Reflection from10/31 class

     Grades can be very subjective if they are not aligned to specific goals. I believe vocational education has been the forerunner to this concept since its inception. The ultimate goal is to take your skills to the "real world". Therefore, the steps to these goals must be very specific and mastery of each step is crucial to move on to the next step.
     To address fix #2 - I do not believe in reducing marks on student work that is late. With many of the vocational courses, lessons and classroom work or activities do build on previous material and it is imperative for the student to understand this. Assignments that are graded and have a score of 90% or less can be corrected and resubmitted for evaluation. Any assignment not submitted for evaluation--that student is automatically scheduled a time either during SRB or before/after school to complete the missed work.
     Also, to continue to build on previously learned skills, immediate feedback for work submitted is very important. After review, I discover sometimes that I may have to reteach a concept or present it in a different manner. Lastly, we constantly make comparisons and review expectations of business and connect the bridge from school to work.