Handouts are available at the bottom. Big Idea How can we use proficiency scales to mark skills while ensuring consistency? That is, how can we ensure that a student that scores a developing mark from one teacher and scores the same from another? One thing we can do to create this consistency is to mark…
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Handouts are available below. Big Idea When we’re using proficiency scales, does a “proficient” in one class mean the same thing as “proficient” in another. For example, does proficient in science class mean the same level of achievement as proficient in social studies or math class? Answer: it does! Episode Notes Here are some ideas…
Handouts are available below Big Idea You can’t treat teaching and assessing competencies (ie. science and engineering practices) like a box that needs to be checked off at the end of the term. You can’t treat it like something to do that is separate and on top of the content we teach. To teach and…
Handouts are available below. Big Idea Learning how to graph data and write arguments using CER (claim, evidence and reasoning) are skills that I teach at the beginning of the school year. But, how do I assess students on these skills after that initial work? Here, I share the first quiz I give students to…
Handouts are available below. Big Idea Have you ever needed your students to come to class having done a little bit of research ahead of time – perhaps for a debate on genetics or for sharing on a tough topic? Recently, I used something called the HEAR method with my students, and I was surprised…
Handouts are available below. Big Idea What’s the difference between emerging and developing on a proficiency scale? What’s the difference between proficient and extending? If you’re having difficulty figuring this out, here’s how I’ve explained it to my students – using the analogy of parking. Episode Notes Here are a few big ideas from the…
Handouts are available below. Big Idea How can we teach CER in a more organic way? When we teach CER, I used to go over what a claim is, what evidence is, and what reasoning is and how that differs from evidence. Then, we’d work through some examples. This works, but I think it can…
Handouts are available below. Big Idea What learning standards do we assess when using Standards-Based Grading? It can’t be every line item on the NGSS – that would take.a lot of time (consider making a proficiency scale for each line item). It would be more efficient to assess standards that represent the broad skills we’re…
Handouts are available below. Big Idea Those who support using points (as opposed to proficiency scales) to report student learning always seem to argue that using points is a more accurate. However, this isn’t completely true. Unfortunately, points may give a result, but may not offer clear guidance as to what went wrong or…
Handouts are available below. Big Idea Is it okay to cut out topics out of the curriculum? I think it’s okay not to get to every topic in the curriculum – but, that means what I will cover needs cover all the standards (and also creates deep learning opportunities for students too). Episode…
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