Well, the 8th graders have launched their websites. They've chosen 3 themes, and they're in the midst of finding interesting topics to research and ultimately each of them will build a website to be proud of.
What Was: Each student provided feedback to 3 peers according to CCSS SL.8.1.A: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Students were asked to rate their partner's website (Developing, Meets, Exceeds).
What evidence do you have to support this answer?
What should your partner be proud of in regards to the work they have done?
What suggestions might you have for your partner to improve their work?
And finally,
Reflection on feedback provided by your peer.
Here's something to think about: this work is evolving into an in-depth analysis and reflection on the teacher's part regarding the specific standards to use. For example, the above peer feedback would change depending on the Standard chosen by the teacher. So how to transform the previous sentence to a student-centered though? How about have the students choose the Standard?!
We are currently choosing a data-gathering tool (AP Document-Based Questions) and an outside source to score these assessments. This seems to be the best way to track objective data. The AP World History 2011 Free Response Assessment is our current choice.
Grading is an issue. This is an opportunity for growth for me as a teacher. In my mind, an ideal learning environment does not attach a number (a grade) to thinking and learning. I teach literature. Literature is an art. If my students participate, discuss, think, read, write and LEARN--how is that a C? It's not a D. It's not an F. Is it a B or an A? Is an assignment, an essay, an inquiry a one-shot deal? Is it wrong to allow a student to revise and rethink and relearn in order to earn an A? According to public schools, it is wrong. The standardized test score and the thinking and learning and growing inside of a classroom must match. I cannot change the standardized test score, so I have to change my grading system. I am now integrating Benchmark tests, vocabulary exams, and other assessments in an effort to move toward grade correlations. I get it. It has to happen. I'm leaning into it.
What Was: Each student provided feedback to 3 peers according to CCSS SL.8.1.A: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Students were asked to rate their partner's website (Developing, Meets, Exceeds).
What evidence do you have to support this answer?
What should your partner be proud of in regards to the work they have done?
What suggestions might you have for your partner to improve their work?
And finally,
Reflection on feedback provided by your peer.
Here's something to think about: this work is evolving into an in-depth analysis and reflection on the teacher's part regarding the specific standards to use. For example, the above peer feedback would change depending on the Standard chosen by the teacher. So how to transform the previous sentence to a student-centered though? How about have the students choose the Standard?!
We are currently choosing a data-gathering tool (AP Document-Based Questions) and an outside source to score these assessments. This seems to be the best way to track objective data. The AP World History 2011 Free Response Assessment is our current choice.
Grading is an issue. This is an opportunity for growth for me as a teacher. In my mind, an ideal learning environment does not attach a number (a grade) to thinking and learning. I teach literature. Literature is an art. If my students participate, discuss, think, read, write and LEARN--how is that a C? It's not a D. It's not an F. Is it a B or an A? Is an assignment, an essay, an inquiry a one-shot deal? Is it wrong to allow a student to revise and rethink and relearn in order to earn an A? According to public schools, it is wrong. The standardized test score and the thinking and learning and growing inside of a classroom must match. I cannot change the standardized test score, so I have to change my grading system. I am now integrating Benchmark tests, vocabulary exams, and other assessments in an effort to move toward grade correlations. I get it. It has to happen. I'm leaning into it.