I am teetering on the edge of a potential solution to my problem with letter grades in special education. I attended a great in-service last week, with an assessment approach that fits within the philosophical paradigm that guides my teaching. It is called “formative assessment”. Ironically, this workshop was not aimed at special education teachers. However, it mirrored the approach we use in my resource room (see Teaching to Mastery).
Expectations are clear and students are involved in monitoring their own progress. Learning objectives for an entire unit are spelled out clearly between the teacher and the student. Students decide when they are ready to move forward towards the next learning target. I created a self-evaluation form for all of my math groups this past week, and I was amazed by the success. Here’s a Pdf.
My students responded in a variety of ways, all of which encouraged me. Some students reflected on the day’s work and concluded that they needed to practice the skill more before moving on. I agreed with their self-assessment, and the next day they began working with little to no prompting from me.
Other students saw it as a race. They worked hard to meet one, two or even three objectives in one day and proudly showed me their accomplishments. There were a few students who needed me to explain to them what I wanted them to focus on the next day, but they nodded with agreement at my suggestions. Still, for everyone, expectations were clear and goals were attainable. Motivation and self-confidence increased, and the trust that I am building with my students deepened. (See This is Where the Failure Stops)
Expectations are clear and students are involved in monitoring their own progress. Learning objectives for an entire unit are spelled out clearly between the teacher and the student. Students decide when they are ready to move forward towards the next learning target. I created a self-evaluation form for all of my math groups this past week, and I was amazed by the success. Here’s a Pdf.
My students responded in a variety of ways, all of which encouraged me. Some students reflected on the day’s work and concluded that they needed to practice the skill more before moving on. I agreed with their self-assessment, and the next day they began working with little to no prompting from me.
Other students saw it as a race. They worked hard to meet one, two or even three objectives in one day and proudly showed me their accomplishments. There were a few students who needed me to explain to them what I wanted them to focus on the next day, but they nodded with agreement at my suggestions. Still, for everyone, expectations were clear and goals were attainable. Motivation and self-confidence increased, and the trust that I am building with my students deepened. (See This is Where the Failure Stops)
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Filed under: Education, Teaching Insights
[...] by more than two grade levels. I would like to use the formative assessment strategies (link to Formative Assessment) that I have had success with in my resource room, to rewrite some of the content area curriculum. [...]
I worked with a young lady once who would do anything for a coffee or chocolate. These work for me as well.