Thursday, November 17, 2005

Tak Five Week 6-2

Writing:daily journaling, blogging, essay tests, essays
Reading Comprehension:daily work, quizzes, tests
Critical Thinking/Speaking: sticky note questions, fishbowl, participation in class discussion
SAT vocab/Grammar:self explanatory
Work habits/Responsibility: daily assignments that don't fit into other catergories (non-academic assignments possibly)

My thinking has changed on these categories and I am sure they will again as time progresses. I know I want to change from the catergories I had previously (they reflected only the units I taught and how kids performed on each individual unit) rather than a refelction of their learning over time. Like Amanda said, it should show a contiuum of their learning.

The only questions I have are: should critical thinking be broken down into two parts of speaking and critical thinking? Do I weight these all equally seeing as how they are all important parts of the curriculum? I am also wondering about projects that I do that don't fit into these categories. Where do they go?


Blogger Karl Fisch said...

Excellent questions.

Is Speaking something that you would evaluate differently from Critical Thinking? Are you wanting to assess them on their speaking skills (which I think would be different than critical thinking), or on the critical thinking they display when participating in class?

I think you weight these based on what you think is most important that students learn - and in a way that is most likely to help them learn what you think is essential for them to learn in your class. Again, remember my radical viewpoint on grades, but in my mind the main thing to consider when setting up your categories and weighting is not so much the effect on grades, but the effect on learning.

As far as your projects, can you list some of them and maybe our class can help you identify categories that they should go in - or a new category you should consider.

1:41 PM  
Blogger Davis said...

I wanted to say thank you for talking me through the "change," not early menopause, but the grading change. I know that we can articulate to our students where their weaknesses are, but to have it categorized and truly represent what they are learning, it is so exciting. I think that Tony has opened a window in which I have flown. I know I will not return the same.

1:42 PM  

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