Welcome to Scribd. Sign in or start your free trial to enjoy unlimited e-books, audiobooks & documents.Find out more
Standard view
Full view
of .
Look up keyword
Like this
0 of .
Results for:
No results containing your search query
P. 1
How should student learners be assessed? (or, how I learned to stop worrying and love the report card)

How should student learners be assessed? (or, how I learned to stop worrying and love the report card)

|Views: 44|Likes:
Published by Ginger Lewman
This is an overview (with implementation plan coming soon) of what assessment and "report cards" should look like in the LifePractice Model.

feedback is appreciated.
This is an overview (with implementation plan coming soon) of what assessment and "report cards" should look like in the LifePractice Model.

feedback is appreciated.

More info:

Published by: Ginger Lewman on Mar 21, 2010
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less





Turning Point Learning Center http://turningpointterriers.com
How should student learners be assessed?
(or, how I learned to stop worrying and love the report card)
An OverviewReport cards, as they exist in most educational settings are insufficient for showing aholistic view student growth.They merely illustrate what percentage of questions a studentgot correct over a period of time. Using the percentage system, students are expected toget A's and B's, when in actuality, on most report cards, A = Superior, B = Above Average,C = Average, D = Below Average, F = Failing. Of course, different schools use differentpercentage points for each level, but as parents and educators, we still ask students to worktoward all A's and B's.We assuming that achieving those levels indicates growth and a jobwell done.This type of reporting is static and does little to challenge the learner who comes to classwith a wealth of prior knowledge. What it does very well for these students is to teach themthat they rarely, if ever, have to work hard to get good grades; that satisfactory results ≠hard work. On the other end of the spectrum, this type of reporting also continues todowngrade the struggling student who may have learned a lot, but who doesn't score wellon assignments. This student very clearly gets the message that no matter how hard theywork, they're not one of the smart ones and will never get ahead; so why try. This systemthoroughly ingrains a lackadaisical attitude toward pride and effort in a job well done.Worst of all, this traditional approach doesn't mirror the real world of work in terms of anyactual job or career out there.
When was the last time you were evaluated in your job, itemby item, then given a performance result based on your number of errors on a sum total of your work assignments? 
Heck we don't even evaluate teachers in that fashion! How do weeven hint that schools are preparing kids for their futures when they're not mirroring thereal world of work now, and keeping up with the changes happening "out there?"The LifePractice Model supports evaluating students in the following two categories:1.Students should be assessed on their knowledge gained; after all, the students' jobis to learn.2.Students should be evaluated on the development of their learning skills.If students need to learn how to learn, unlearn, relearn (Toffler) then we need to beexplicitly measuring the students' abilities to do this.
The LifePractice ModelThe following are a few benchmarks for measuring knowledge and skillsassessment.
Mastery levels of knowledge
Knowledge should NOT be age or time based. It should be flexible to require challengedgrowth in each student.Mastery is black/white. You do or you don't achieve mastery on a given topic.Since content and time are flexible, knowledge assessments also reflect whether thelearner is working below, at, or above grade level."Mastery levels" can be determined at a local school or at district-levels, depending uponthe educational setting.
Workplace Performance Evaluation
This is a rubric based on growth of an individual student within their own educationalenvironment. Students would be evaluated on each of the following skills and assessed as towhether their skills are: E = Exemplary, A = Advanced, P = Proficient, D = Developing, L =Limited.Each area would have a section for comments from educators, as well as givingthe learner and parent the opportunity to comment before being posted in cumulative files.Initiative and Judgementa) Takes effective action without being toldb) Analyzes problems and suggests effective solutionsc) Demonstrates willingness to learn new skillsDependability and Self-Managementa)Demonstrates punctuality and begins work as scheduledb) Contacts supervisor concerning absences on a timely basisc) Can be depended upon to be available for work in/out of schoold) Manages own focus effectivelye) Accepts responsibility for own actions and ensuing resultsf) Demonstrates commitment to serviceg)Keeps track of own materialsCommunication and Teamworka) Understands group contracts, procedures, goals and purpose as required forprojectsb) Promotes and demonstrates trust, mutual respect and a cooperative workenvironmentc) Conveys work-related information and ideas to others in oral and/or writtencommunications effectivelyd) Offers assistance, is courteous and works well with teachers and fellow workerse) Supports cultural diversity in the workplacef)Seeks feedback on projects for self-improvement via f2f or online networksg)Actively participates in/develops a network of support for personal learningInnovation and Changea) Is receptive to new ideasb) Adapts to new situations and changes in the work environmentc) Identifies opportunities to improve projects and/or TPLCd) Demonstrates creativity and contributes new ideas to projects and/or TPLC~~~~~~~~~~~~~~~~~~~~~~~~~~Implementation for report cards(what it looks like in action)

Activity (2)

You've already reviewed this. Edit your review.
1 hundred reads
Creators College liked this

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->