Hugh

]]>Here’s a link to the article: http://blog.discoveryeducation.com/assessment/files/2009/02/blackbox_article.pdf

Ken O’Connor is also the best synthesist of current thinking on “grading for learning.”

http://www.assessmentinst.com/a-repair-kit-for-grading-15-fixes-for-broken-grades/

BTW, since when do department heads tell other professionals how to grade their students? Board policy usually trumps all, and I’m not familiar with policies that authorize department heads to dictate that way, especially recommending a double standard for different classes. I don’t know what the political climate is at your school, but you might ask some respectful questions of your principal.

]]>Also nice to see another teacher embrace the idea that achievement feedback to students should be unadulterated.

]]>Jackie’s approach seems like a more principled compromise. Use SBG for keeping track of what students do and don’t know, both for yourself and for the students. Toss in the required number of summative exams for the department head, but in your records, also disaggregate the test questions into the separate standards.

]]>I think that there is more to SBG than just changing the way we grade. Having your students focused on what they know well and on what they need to improve can only benefit them. Hopefully others in your department will become interested in what you’re doing and this will spark both curiosity and change.

I look forward to reading how this evolves for you over the year.

]]>As I was thinking about some of Dan Meyer’s ideas, I realized that the students would love the excuse of driving around town for homework, especially with one or two friends in the car with them. I hope that will increase the level of engagement when we introduce the math.

I expect that most students will come up with the shortest path easily, but will have difficulty proving that it is shortest. I plan on introducing the algorithm to them at some point.

My goal is to have a spirited and deep discussion about the frustrations of learning the algorithm we teach in math classes that make things that seem to be easy into something that seems to be hard.

It will be interesting to see how it goes.

]]>Let me start off by congratulating you on setting up your blog.

I’m a future maths teacher and a newbee education blogger myself, mine is at http://chalkitdownblog.blogspot.com/ please do subscribe.

I think the students will find the assignment really insteresting.

Due to my still foundational level knowledge of mathematics (and for those like me who will be reading your blog), I would suggest including hyperlinks in your blog posts to pages which explain the different mathematical terms, e.g. providing a link to a web page that you feel best explains the “Dykstra Shortest Path Algorithm”, wikipedia pages are usually fairly good. I must admite though I struggled with its description of this Algorithm. I know if it was done infront of me I would get it straight away. When I was looking for a better explanation for it I stumbled on to this –

http://www.dgp.toronto.edu/people/JamesStewart/270/9798s/Laffra/DijkstraApplet.html

thought you might be intersted.

Looking forward to hearing how it goes.

Regards,

Aaron @ chalkitdown

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