Professional Documents
Culture Documents
By Monty Neill
Most Americans agree: We need a better way to assess students and evaluate schools. The latest Phi Delta Kappa/Gallup poll found that only one out of four respondents thought the No Child Left Behind law, the current version of the Elementary and Secondary Education Act, had helped schools in their community. Even U.S. Rep. George Miller, D-Calif., an original sponsor of that legislation and the chairman of the House Education and Labor Committee, agrees that NCLB may now be, as he put it, the most negative brand in the Country. Source: http://www.fairtest.org/files/better-way-to-assess-EdWeek6-18-10.pdf June 18, 2010
Letter from Deputy Minister of Education Ben Levin (May 14, 2009)
"...there could be extraordinary circumstances where marks shouldn't be deducted for ... lateness, but she [Burlington MPP Joyce Savoline] believes the kid-glove approach by the Liberals on the issue is ultimately about graduating as many students as possible. http://www.miltoncanadianchampion.com/news/article/158242
Politics aside, the question is: who's right? Or, is your Board's A & E Policy good for kids or not?
The answer is yes if we are turning education into a form of therapy that is more concerned with the emotional wellbeing of pupils and students than with their emancipation from student to citizen. Again, the answer is yes if we believe that the destination is more important than the journey. Yes it is if you want students to remain mired in adolescence.
The stakeholder model as a key to sustainable development is increasingly understood and practiced. The stakeholder model requires that all of the parties affected by management decisions must be consulted and their input considered. (Not least of which are teachers not chosen for an assessment panel. Question: If the majority of the teaching staff OR students OR parents request an end to a no-zeros policy, would such a change be made?
Has the Democracy in Education Been Removed? Or, What is Good Education in the Age of Measurement?
Who knows what's best when it comes to assessing what kids know? Teachers who live in a world governed by situation and know how to measure what we value in education or by those who have moved to valuing what we measure? Are we measuring what is educationally desirable?
Public education creates a dynamic environment for learning which prepares students to face a changing world as life-long learners and informed responsible citizens. We believe that every staff member is valuable and essential to fostering quality public education. The board and staff share in the responsibility to model teamwork, continuous improvement and professional development. Question: is the above credible in light of an unpopular no-zeros policy where teachers do NOT have real choice?
The priority educational goals of the Ontario Ministry of Education are: 1. improved student achievement; 2. reduced gaps in student achievement; and 3. increased public confidence in, and support for, public education.
(http://www.edu.gov.on.ca/eng/research/strategy.html)
Question: Are We Learning to Get Better? Or, Are Our Aims True?
Answer: Not if you believe that "Ideally, all valued goals of schooling should be measured and monitored." (Canadian Council on Learning) Not bothering to revisit cases such as the no-zeros policy disregards such a principle.
More than sixty percent of high school teachers are frustrated with how students deal with deadlines (OSSTF District 27 survey) The public is losing confidence in high school education. "Levin finishes his propagandistic missive by urging his colleagues to challenge criticisms of government policies and local practices by talking about Ontarios high standards and encouraging successful students to share their views. Essentially, he is taking recourse to viral public relations measures whereby issues are managed rather than rectified, and facts are massaged rather than openly disclosed." Response to Levin's news release by UWO's James Ct and Jon Cowans.
The education system in Ontario is profoundly sick and the latest flap about promoting students who cheat, plagiarize and fail to do their work is just one symptom. (Ottawa Citizen, April 2009) What the heck does a level 4 mean? (Parent at the LDSB's meeting for parents on Wed, June 3rd) An Edmonton Journal survey found that more than 97 percent of respondents thought a no-zero policy was a poor idea. The Edmonton Sun's survey reached the same conclusion (2012)
We have a crisis, said [Bluewater's] Vice Chair Johnstone. I believe it has to do with public confidence in the education (provided) in this area.
-response to local citizen's desire to have opinions regarding late penalties be listened to but are denied input
Perhaps the Bluewater Board should listen to its teachers if it won't listen to parents.
POLLARA has compiled a Public Trust Index that measures Canadians trust in a variety of occupations and individuals. Every year, we ask a nation-wide sample of 1,200 Canadians to tell us how much they trust a long list of professions and people. Trust is the most powerful asset of any an individual or organization. It is a vital factor in every type of relationship, and governs our perceptions, our attitudes and our behavior.
University professors feel their first-year students are less mature, rely too much on Wikipedia and "expect success without the requisite effort," says a province-wide survey Teachers have to redesign tests for second, third and even more chances. It's unfair to teachers, unfair to other students who completed assignments on time and unfair to the affected students themselves, who are not learning life skills such as time management and meeting deadlines
More Monitoring: Comments regarding Caroline Orchard's 2009 Survey of fellow Ottawa Board Teachers)
This policy has downloaded the development of social responsibility to post secondary educational institutions. Pedagogical theories that ignore human nature are unlikely to bear fruit. As a business manager...if one of my employees consistently missed deadlines, I would not keep them employed. When are we going to provide our children with the life skills they require to succeed in the real world?
Chronic lateness is grounds for dismissal under the Ontario Labour Code.
High school teachers are complaining about an evaluation regime that doesn't penalize students who miss deadlines, cheat on tests or plagiarize their work. The theory is that these are behavioural problems, not academic problems, so the students should get another chance. And then another chance. And even more, if required. One need not have a PhD in human nature to know that when expectations are lowered, people will do less. The system has actually been quite successful at co-opting all the key players. As long as their children are being handed good marks, most parents are happy. Teachers are discouraged from saying what they think and are mollified with good pay and working conditions. School trustees lack power and courage. School board bureaucrats act like local spokesmen for the government, not independent-minded educators. We will always have some thinkers and innovators, but by the time our young people have spent 14 years in a system where OK is good enough and failure is wished away, we have taught them an indelible life lesson. Good luck to us. (letter to the editor, Ottawa Citizen)
It's been extremely harmful to me and my fellow students. I've learned how to manipulate my teachers...by getting extensions. A deadline means nothing to me...I'm going to get a better mark. Kaly (radio phone in program) "I learned to milk the system." A caller (radio phone in program)
Michael Petrilli, a research fellow at Stanford University's Hoover Institution and a former U.S. Department of Education official, said he disagreed with the new grading policies; that is, not giving zeros."This is clearly about dumbing down expectations for our students," Petrilli told FOXNews.com. "Some of these children are just a few years away from being in the workforce, in college or even in the military, and in none of those environment will they be coddled like they are in these programs."Petrilli said the policy also sends the wrong message to students."If you're getting a zero, that usually means you didn't turn in the assignment or do the job correctly," he said. "All this (not giving zeros) does is create cynicism among educators and send signals to students that the education system is not serious about achievement."If anything, Petrilli said, overall standards at high schools across the country should be raised, not lowered."It does not take a lot to pass a high school course," he said. "If we have kids not meeting the standard, the answer is not to lower the standard."
Texas Sen. Jane Nelson, said she is "appalled" by how many school districts won't let their teachers give students the grades they deserve on report cards, and has lead the charge to halt the practice.
On the positive side, we will be improving student performance to the tune of an 85 % graduation rate by 2010-2011 Question: how do the grads, parents and teachers feel about how they arrived at their destination? Answer: lousy. Proof? Consider Cognitive Theory that says sometimes you CANNOT separate the consequences of certain actions passed on in our culture.
The education system in Ontario is profoundly sick and the latest flap about promoting students who cheat, plagiarize and fail to do their work is just one symptom. In this province, we have a long-standing culture of educational mediocrity that is abetted by a passive public, a paternalistic government, all-knowing educrats, teachers who are afraid to speak out and parents who are mostly unwilling to demand better. (Randall Delaney, Ottawa Citizen)
A greater emphasis on standards-based grading practices Updated research and additions to the sections on feedback and homework New sections on academic dishonesty, extra credit, and bonus points Additional information on utilizing level scores rather than percentages Reflective exercises Techniques for managing grading time more efficiently Res ipsa loquitur?
"Achievement demonstrates knowledge, skills, and behavior that are stated as learning objectives for a course or unit of instruction (Oconnor, Ken. How to Grade for Learning Arlington Heights, Illinois, 1999)
At Little Axe Middle School, Norman, Okla., under its 2008-09 ZAP (zeros aren't permitted) program, students can receive a maximum 75 percent for late assignments handed in up to two days late with a parent's signature. More than two days late? That zero is etched in red ink.
Or this model: "What's wrong with making the kid come in at lunch if they don't hand something in on time?"
Because it represents an advantage. The kid who didn't hand it in got more time even if it is only 50 minutes. So, why not just tell kids that everyone is welcome to come in at lunch? Because it means the due-date is meaningless.
Arguing that requiring students who do not submit their work on time do so at nutrition break or lunch seems incongruous with the principle that we grade what students' know and not punish them because of a behaviourial component or decision. Just how much knowledge can they demonstrate in 15 or 40 minutes? Especially if the assignment was a lengthy one.
Question: What of Workplace Core Competencies? Or, Could the Answer Lie in Giving Marks for Work Habits?
The Learning Council of Canada's "A Review of the State of the Field of Workplace Learning: What We Know and What We Need to Know About Competencies, Diversity, elearning, and Human Performance Improvement" has concluded: Rather than simply brushing aside learning opportunities..., more attention should be given to expending our ability to communicate the value of core competencies. This includes developing a richer set of methods for demonstrating its benefits, both to the learner and to the system.
Certificates of Mastery
Rhode Island students are given a Certificate of Mastery (CIM) for work habits Along with the Capstone Project, the Work Habits assessments are part of students efforts to show their readiness to apply important skills and learning outside academic situations.
Certificates of Mastery
The following lists describe the major skills and habits students are expected to demonstrate in work habits: takes responsibility for own action (own up, take charge) completes assignments group responsibility/ reliability, dependability perseveres in work task/consistency in performance contributes to team (expresses opinions, performs needed tasks, is flexible, can compromise, is tolerant of others)
Certificates of Mastery
Finally, could such measurements be considered in a summative manner or should it be exclusively diagnostic or formative in nature? > If the instrument is consistent with your goals, yes-- you could use the instrument in a summative manner. Assuming you develop your rubric with small numbers indicate weak performance and large numbers indicating strong performance, a top score could indicate the attainment of a specific goal.
Personal communication from Prof Barbara Moskal Associate Director of the Center for Engineering Education Assistant Professor of Mathematical and Computer Sciences Colorado School of Mines
Because some Boards said it could be done: These documents (name withheld) will be dynamic in nature, allowing teachers to share best practices through continual investigation of new ideas, collaborative learning, and professional development. (_DSB | Secondary Evaluation and Reporting Procedures, p.1) 'Children...need the incentive of good marks...even when given for effort rather than achievement.'
Our schools must be inquiry-driven, thoughtful and empowering for all members Is removing professional judgment consistent with empowerment? Absolutely NOT! Teachers must be allowed to use their professional judgment (Stiggins, Ahead of the Curve)
If a Classroom Assessment Techniques does not appeal to your intuition and professional judgement as a teacher, don't use it. (source:
honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/assess-1.htm
There are deadlines in life, WITH penalties. This is a fact of life. I'm sure if teachers didn't hand in grades (or have them uploaded) on time, there would be consequences. They are doing a disfavor to all students to implement such a policy. What happens at college when the professor says "no go" to a late paper? So much of our jobs as educators include educating for life, not just our subject matter.
As one of the most well-regarded thinkers about constructing supportive environments for youth, Karen Pittman has developed nine principles of full investment and full involvement for youth. One of the nine principles speaks directly to what schools must provide for young people as recipients and as active agents in their own development. Schools, school districts, and state education agencies must foster increased student motivation by developing processes for listening to student voices on issues relevant to their needs and success. (Council of Chief American State School Officers)H Question: If students want late mark penalties or inclusion of other behaviour related marks shouldn't it be allowed?
Perhaps it's this. Or could it be that they already figured this out?!
The Ontario policy on student assessment and evaluation may need some tweaking based on experience. -Lorne Rachlis (professor in the Faculty of Education at the
University of Ottawa and former director of education at the Ottawa-Carleton District School Board. http://www.ottawacitizen.com/news/students+deserve+chance+success/ 1570797/story.html)
We do it everyday. We measure how well a board was crafted, the degree of effectiveness in a position paper, texture in a painting, outcomes in a debate, etc. Ken O'Connor in How to Grade For Learning asserts that in a Standards-Based Grading System we use professional judgement. So why can't we apply this to the situational nature of grading?
From a recent Board's meeting with Parents (June, 2009) came these questions:
What's a level 4 anyways? A 4+? A 4++? Is a level 4 in my son's class the same as a level 4 in the class next door? The difference between an 80 and 100 is a lot and some courses at Queen's requires a 92.
The answers were not satisfactory (personal conversations after the meeting)
The assessment system should be subject to continuous review and improvement. WELL???
Some Suggestions...
Levels should be for formative evaluation Late penalties should be at the discretion of the teacher The argument in favour of academic penalties is simple: they work. Measuring the cognitive domain should be an option for grade determination The new policy should not reflect the bogus pseudo-educational theory so popular in certain jurisdictions.
My Conclusion
Albert Einstein said that there is only one way we learn and that is through modeling. I submit to you that modeling is something worthy of imitation. So far, the model we have for assessment and evaluation is a model not worthy of such flattery.
Recent Additions
Isn't this about the same time zeros and late penalties were abandoned?
Let's make a connection and not a disconnect. Let us seek to extend the skills and behaviours of adolescence and not contain it.
We must never accept the poor preparation and lack of motivation of students as an unchangeable given. It is time that the evaluation of the consequences of assessment take centre stage. The main consequence of assessment reform is that education has not substantially improved. We do not lack evidence of that.