I must apologize most profusely for not updating in so long. It seemed like few people were reading the blog and no one was giving feedback so I directed my efforts into face-to-face networking instead. But here is a brief update incase you decided to stop by.
All of my classes are now AFL/SBG guided, centered, driven. Class activities are divided into summative (assessments, knowledge only, no notes or assistance), diagnostic (quizzes) and formative (classwork, practice, homework). Only summative assessments count towards the term grade because only in summative situations is it assured that the student is demonstrating the material on their own. Course topics are divided into standards and every assessment is graded according to those standards. This means a single test might have more than one grade if it covers more than one standard. I do not use points or percentages. Instead I use a GPA like 4-3-2-1 scale where 4=A, 3=B and so on. This relates to the student's level of understanding (4 = advanced, 3 = proficient/sufficient, 2 = basic, 1 = introductory/below basic) instead of how many points they gathered. This also allowed the teacher to make sure assessments are rigorous enough, including DOK 3 level questions as well as the DOK 1 and 2 that often overwhelm tests. This mastery scale also allows students to communicate their own level of understanding to me on quizes or "how ya doin" moments. This system also emphasizes learning as a process and usually a cycilical one at that. This means all assessments have a "retake" opportunity. In the "real world", most tests have "retakes". It usually has a price - the ACT requires a fee, drivers' test requires a fee/more classwork - but after that price is paid, one can retake said assessment and the new score completely replaces the old, for better or for worse. This year I have also included "performance events" as a standard, requiring the students to apply content information to real world ideas and situations. Since this is not an assessment of "recall" or content knowledge, they are allowed a "cheat sheet" of information.
I have been extremely pleased with this method of grading and assessment because it allows me and the students to see strengths and weaknesses within each topic, making their learning more effective in the long run. Grades may be a tad lower but that is simply because they were so inflated before with homework, extra credit and other non-summative events.
I've started trying to vlog my adventures as well as here's the link to my youtube channel with the playlist for my SBG explanations
https://www.youtube.com/playlist?list=PL1DpyJlzGhZbd5f0hMj2DwK-XKDuvVmNj
Feedback in the constructive form is always appreciated and welcomed.
