KARCHER STAFF BLOG
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Kudos
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- Kudos to our ENTIRE staff as we were awarded the honors of Significantly Exceeds Expectations for the 2nd year in a row on our school report card!!!!!!!!! The work you do inside and outside the classroom for our students is superior work! Thank you all for everything you do everyday to support the rigor needed academically and for building positive relationships with our students! If you did not see the data the last blog entry is full of data to take a look at! Congrats and Kudos to everyone!
- In order to celebrate there will be the following items for EVERYONE to enjoy on Monday, November 27:
- Donuts in the main office at the start of the school day.
- Subway subs, chips, and water for everyone for lunch!
- Please welcome Andrea (Panda) Kennelly to our staff as a special education aide. She will be starting on Monday, November 27 and will be working mainly in the 7th grade hallway. Welcome to our Karcher team Panda!
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Information/Reminders...
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- We have a new Facebook account! Below is the link to our Facebook. If there are items you would like posted please email them to Ryan Heft or myself!
- Click HERE for the web address.
- Math... you are up to have students send an email home to their parents/guardians about school!
- Monday, November 27 - BLT Meeting @ 2:40 - 3:30 in the conference room.
- We will be focusing on school data.
- Tuesday, November 28 - 2 important items for our Student Council...
- It is Culver's Night from 5:00 - 8:00 pm at the Burlington Culver's in support of our Karcher Student Council students! They are working hard to raise funds to make a Gaga Ball pit for the recess area. Come and have dinner at Culver's to support Karcher!
- The last day to put in an order for the Sock Fundraiser also Tuesday! Purchase some Demon socks and have them by Christmas. Below is information about it!
- Wednesday, November 29 - iTime PLC in the library by Advisory Teams.
- The start of the next iTime rotation is November 5.
- Moving forward our iTime PLCs will be two week's prior to the start of a new iTime rotation. With Thanksgiving break it did not pan out to do it that way.
- December 1 - Karcher Holiday Party @ The Waterfront right after school!
- RSVP to Barb Berezowitz.
- White Elephant Exchange will take place at 3:45!
- December 4 - Parent/Guardian/Teacher Conferences.
- From 4:00 - 6:00 will be all scheduled conferences per teacher requests or parent requests. Everyone should have contacted parents/guardians last week for your initial contact in order to start setting up your conferences.
- Elective teachers please add your names to the scheduled conferences of students you want to see or also make calls to students you are needing/wanting to see as well. Please discuss during your team time on Monday (tomorrow).
- Here is the LINK to the document to keep track of the conferences.
- December 5 - Band/Orchestra Concert in the Karcher Gym @ 6:00pm!
- Secondary Curriculum Committee Members... the December date has been moved to December 11 for our meeting... still 3:30 - 5:00.
Pictures from this past week!
Student council and leadership students at the Oconomowoc Leadership Conference on November 22!
Boys basketball is in full effect!
Article this week! This article will extend into the next few blogs... GREAT READ.
Student council and leadership students at the Oconomowoc Leadership Conference on November 22!
Boys basketball is in full effect!
Article this week! This article will extend into the next few blogs... GREAT READ.
Seven Practices for Effective Learning
Teachers in all content areas can use these seven assessment and grading practices to enhance learning and teaching.
Classroom assessment and grading practices have the potential not only to measure and report learning but also to promote it. Indeed, recent research has documented the benefits of regular use of diagnostic and formative assessments as feedback for learning (Black, Harrison, Lee, Marshall, & Wiliam, 2004). Like successful athletic coaches, the best teachers recognize the importance of ongoing assessments and continual adjustments on the part of both teacher and student as the means to achieve maximum performance. Unlike the external standardized tests that feature so prominently on the school landscape these days, well-designed classroom assessment and grading practices can provide the kind of specific, personalized, and timely information needed to guide both learning and teaching.
Classroom assessments fall into three categories, each serving a different purpose. Summative assessments summarize what students have learned at the conclusion of an instructional segment. These assessments tend to be evaluative, and teachers typically encapsulate and report assessment results as a score or a grade. Familiar examples of summative assessments include tests, performance tasks, final exams, culminating projects, and work portfolios. Evaluative assessments command the attention of students and parents because their results typically “count” and appear on report cards and transcripts. But by themselves, summative assessments are insufficient tools for maximizing learning. Waiting until the end of a teaching period to find out how well students have learned is simply too late.
Two other classroom assessment categories—diagnostic and formative—provide fuel for the teaching and learning engine by offering descriptive feedback along the way. Diagnostic assessments—sometimes known as pre-assessments—typically precede instruction. Teachers use them to check students' prior knowledge and skill levels, identify student misconceptions, profile learners' interests, and reveal learning-style preferences. Diagnostic assessments provide information to assist teacher planning and guide differentiated instruction. Examples of diagnostic assessments include prior knowledge and skill checks and interest or learning preference surveys. Because pre-assessments serve diagnostic purposes, teachers normally don't grade the results.
Formative assessments occur concurrently with instruction. These ongoing assessments provide specific feedback to teachers and students for the purpose of guiding teaching to improve learning. Formative assessments include both formal and informal methods, such as ungraded quizzes, oral questioning, teacher observations, draft work, think-alouds, student-constructed concept maps, learning logs, and portfolio reviews. Although teachers may record the results of formative assessments, we shouldn't factor these results into summative evaluation and grading.
Keeping these three categories of classroom assessment in mind, let us consider seven specific assessment and grading practices that can enhance teaching and learning.
Practice 1: Use summative assessments to frame meaningful performance goals.
On the first day of a three-week unit on nutrition, a middle school teacher describes to students the two summative assessments that she will use. One assessment is a multiple-choice test examining student knowledge of various nutrition facts and such basic skills as analyzing nutrition labels. The second assessment is an authentic performance task in which each student designs a menu plan for an upcoming two-day trip to an outdoor education facility. The menu plan must provide well-balanced and nutritious meals and snacks.
The current emphasis on established content standards has focused teaching on designated knowledge and skills. To avoid the danger of viewing the standards and benchmarks as inert content to “cover,” educators should frame the standards and benchmarks in terms of desired performances and ensure that the performances are as authentic as possible. Teachers should then present the summative performance assessment tasks to students at the beginning of a new unit or course.
This practice has three virtues. First, the summative assessments clarify the targeted standards and benchmarks for teachers and learners. In standards-based education, the rubber meets the road with assessments because they define the evidence that will determine whether or not students have learned the content standards and benchmarks. The nutrition vignette is illustrative: By knowing what the culminating assessments will be, students are better able to focus on what the teachers expect them to learn (information about healthy eating) and on what they will be expected to do with that knowledge (develop a nutritious meal plan).
Second, the performance assessment tasks yield evidence that reveals understanding. When we call for authentic application, we do not mean recall of basic facts or mechanical plug-ins of a memorized formula. Rather, we want students to transfer knowledge—to use what they know in a new situation. Teachers should set up realistic, authentic contexts for assessment that enable students to apply their learning thoughtfully and flexibly, thereby demonstrating their understanding of the content standards.
Third, presenting the authentic performance tasks at the beginning of a new unit or course provides a meaningful learning goal for students. Consider a sports analogy. Coaches routinely conduct practice drills that both develop basic skills and purposefully point toward performance in the game. Too often, classroom instruction and assessment overemphasize decontextualized drills and provide too few opportunities for students to actually “play the game.” How many soccer players would practice corner kicks or run exhausting wind sprints if they weren't preparing for the upcoming game? How many competitive swimmers would log endless laps if there were no future swim meets? Authentic performance tasks provide a worthy goal and help learners see a reason for their learning.
Practice 2: Show criteria and models in advance.
A high school language arts teacher distributes a summary of the summative performance task that students will complete during the unit on research, including the rubric for judging the performance's quality. In addition, she shows examples of student work products collected from previous years (with student names removed) to illustrate criteria and performance levels. Throughout the unit, the teacher uses the student examples and the criteria in the rubric to help students better understand the nature of high-quality work and to support her teaching of research skills and report writing.
A second assessment practice that supports learning involves presenting evaluative criteria and models of work that illustrate different levels of quality. Unlike selected-response or short-answer tests, authentic performance assessments are typically open-ended and do not yield a single, correct answer or solution process. Consequently, teachers cannot score student responses using an answer key or a Scantron machine. They need to evaluate products and performances on the basis of explicitly defined performance criteria.
A rubric is a widely used evaluation tool consisting of criteria, a measurement scale (a 4-point scale, for example), and descriptions of the characteristics for each score point. Well-developed rubrics communicate the important dimensions, or elements of quality, in a product or performance and guide educators in evaluating student work. When a department or grade-level team—or better yet, an entire school or district—uses common rubrics, evaluation results are more consistent because the performance criteria don't vary from teacher to teacher or from school to school.
Rubrics also benefit students. When students know the criteria in advance of their performance, they have clear goals for their work. Because well-defined criteria provide a clear description of quality performance, students don't need to guess what is most important or how teachers will judge their work.
Providing a rubric to students in advance of the assessment is a necessary, but often insufficient, condition to support their learning. Although experienced teachers have a clear conception of what they mean by “quality work,” students don't necessarily have the same understanding. Learners are more likely to understand feedback and evaluations when teachers show several examples that display both excellent and weak work. These models help translate the rubric's abstract language into more specific, concrete, and understandable terms.
Some teachers express concern that students will simply copy or imitate the example. A related worry is that showing an excellent model (sometimes known as an exemplar) will stultify student creativity. We have found that providing multiple models helps avoid these potential problems. When students see several exemplars showing how different students achieved high-level performance in unique ways, they are less likely to follow a cookie-cutter approach. In addition, when students study and compare examples ranging in quality—from very strong to very weak—they are better able to internalize the differences. The models enable students to more accurately self-assess and improve their work before turning it in to the teacher.
Article to be continued...
