No Zeros Presentation

7/31/2019 No Zeros Presentation

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Measuring Up. Examining The No

Zeros/Late Mark Policy inAssessment and Evaluation (A & E)

Preamble: Should the entire system bend for thesake of a minority of students who do not have the

behavioural maturity to meet basic standards?


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A Better Way to Assess Students and Evaluate Schools

By Monty Neill

Most Americans agree: We need a better way to assess students and evaluate schools. The

latest Phi Delta Kappa/Gallup poll found that only one out of four respondents thought the

No Child Left Behind law, the current version of the Elementary and Secondary Education

Act, had helped schools in their community. Even U.S. Rep. George Miller, D-Calif., an

original sponsor of that legislation and the chairman of the House Education and Labor

Committee, agrees that NCLB may now be, as he put it, the most negative brand in the

Country.

Source: http://www.fairtest.org/files/better-way-to-assess-EdWeek6-18-10.pdf

June 18, 2010


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What's the Ministry's Current Position

on A &E?

Letter from Deputy Minister of Education BenLevin (May 14, 2009)


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So where did we go wrong?

"...there could be extraordinary circumstances where marks shouldn'tbe deducted for ... lateness, but she [Burlington MPP JoyceSavoline] believes the kid-glove approach by the Liberals on theissue is ultimately about graduating as many students as possible.

http://www.miltoncanadianchampion.com/news/article/158242


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Politics aside, the question is: who's

right? Or, is your Board'sA & E Policy good for kids or not?

The answer? Yes and No.


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The answer isyes if we are turning education into a form

of therapy that is more concerned with the emotional well-being of pupils and students than with their emancipation

from student to citizen. Again, the answer isyes if we believe that the destination

is more important than the journey.

Yes it is if you want students to remain mired inadolescence.


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Moving in the Right Direction:

Embracing the Stakeholder Model The stakeholder model as a key to sustainable

development is increasingly understood andpracticed.

The stakeholder model requires that all of theparties affected by management decisions must beconsulted and their input considered. (Not least of

which are teachers not chosen for an assessmentpanel.

Question: If the majority of the teaching staff OR

students OR parents request an end to a no-zerosolic would such a chan e be made?


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Has the Democracy in Education

Been Removed? Or, What is Good

Education in the Age ofMeasurement? Who knows what's best when it comes to

assessing what kids know? Teachers who live ina world governed by situation and know how tomeasure what we value in education or by thosewho have moved to valuing what we measure?

Are we measuring what is educationallydesirable?


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A No-Zeros Board's Statements of

Belief of What is Educationally

Desirable Public education creates a dynamic environment for

learning which prepares students to face a changing worldas life-long learners and informed responsible citizens.

We believe that every staff member is valuable andessential to fostering quality public education.

The board and staff share in the responsibility to model

teamwork, continuous improvement and professionaldevelopment.

Question: is the above credible in light of an unpopularno-zeros policy where teachers do NOT have real choice?


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The Deputy Minister's Take on What

is Educationally Desirable

"School is about learning toget better."

(Levin, Ben. "Pressure to Pass" http://www.ottawacitizen.com/)


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The Minister's View of What is

Educationally Desirable

The priority educational goals of the Ontario

Ministry of Education are:1. improved student achievement;

2. reduced gaps in student achievement; and

3. increased public confidence in, and support for,public education.(http://www.edu.gov.on.ca/eng/research/strategy.html)

Question: does the public have confidence in a no-zero

approach to assessment?


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Question: Are We Learning to Get

Better? Or, Are Our Aims True?Answer: Not if you believe that "Ideally, all valued

goals of schooling should be measured andmonitored." (Canadian Council on Learning) Not

bothering to revisit cases such as the no-zerospolicy disregards such a principle.


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Just WhatDoes the Monitoring and

Measuring Tell Us? More than sixty percent of high school teachers are frustrated

with how students deal with deadlines (OSSTF District 27

survey)

The public is losing confidence in high school education."Levin finishes his propagandistic missive by urging hiscolleagues to challenge criticisms of government policies and

local practices by talking about Ontarios high standardsand encouraging successful students to share their views.Essentially, he is taking recourse to viral public relationsmeasures whereby issues are managed rather than rectified,

and facts are massaged rather than openly disclosed."Response to Levin's news release by UWO's James Ct and

Jon Cowans.


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The Public HAS Lost Confidence in

the Way We Measure Success The education system in Ontario is profoundly

sick and the latest flap about promoting studentswho cheat, plagiarize and fail to do their work is

just one symptom. (Ottawa Citizen, April 2009)

What the heck does a level 4 mean? (Parent atthe LDSB's meeting for parents on Wed, June 3rd)

An Edmonton Journal survey found that morethan 97 percent of respondents thought a no-zero

policy was a poor idea. The Edmonton Sun'ssurvey reached the same conclusion (2012)


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Bluewater Board in Trouble

We have a crisis, said [Bluewater's] Vice ChairJohnstone. I believe it has to do with publicconfidence in the education (provided) in thisarea.

-response to local citizen's desire to have opinionsregarding late penalties be listened to but are

denied input


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Perhaps the Bluewater Board shouldlisten to its teachers if it won't listen

to parents.POLLARA has compiled a Public

Trust Index that measuresCanadians trust in a variety of

occupations and individuals. Everyyear, we ask a nation-wide sample of

1,200 Canadians to tell us how muchthey trust a long list of professions

and people. Trust is the mostpowerful asset of any an individual

or organization. It is a vital factor inevery type of relationship, and

governs our perceptions, our attitudesand our behavior.


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What Else Does the Monitoring and

Measuring Tell Us? University professors feel their first-year students

are less mature, rely too much on Wikipedia and"expect success without the requisite effort," saysa province-wide survey

Teachers have to redesign tests for second, thirdand even more chances. It's unfair to teachers,

unfair to other students who completedassignments on time and unfair to the affectedstudents themselves, who are not learning lifeskills such as time management and meeting

deadlines


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What Does the Monitoring and

Measuring Tell Us?I'm in Ontario. The A&E is quite controversial and much of it is

indefensible. The lack of meaningful late penalties in my boardmeans that even the 'good' kids now just do their final assessmentson their schedule. The real late penalty is the belated one they get in

university when the tuition (and board) goes down the drain. Thereare few surprises for us when we start to hear about those onacademic probation at university or those who leave in the middleof the year. (Response to my personal post athttp://teachers.net/mentors/high_school/topic9163/

5.28.09.17.33.44.html)


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What Does the Monitoring and

Measuring Tells UsIt means, in this part of the world (Ontario) at least, that we are

producing a generation of students unprepared for life. (AndrewCohen, Carleton University.)

Deadlines are generally firm in my Department, with extensions anddispensations granted only when there are legitimate extenuatingcircumstances. I think some students in first year ... struggle with

this because they are not used to it. (Personal correspondence withProf. L. Aarssen, Queen's University, who is the last person a studentsees for grade appeals.)


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More Monitoring: Comments regarding

Caroline Orchard's 2009 Survey of fellow

Ottawa Board Teachers) This policy has downloaded the development of

social responsibility to post secondary educationalinstitutions.

Pedagogical theories that ignore human nature areunlikely to bear fruit.

As a business manager...if one of my employees

consistently missed deadlines, I would not keepthem employed. When are we going to provideour children with the life skills they require tosucceed in the real world?


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Even More Monitoring

High school teachers are complaining about an evaluation regime that doesn't

penalize students who miss deadlines, cheat on tests or plagiarize their work.The theory is that these are behavioural problems, not academic problems, sothe students should get another chance. And then another chance. And even

more, if required. One need not have a PhD in human nature to know that when

expectations are lowered, people will do less. The system has actually beenquite successful at co-opting all the key players. As long as their children are

being handed good marks, most parents are happy. Teachers are discouraged

from saying what they think and are mollified with good pay and workingconditions. School trustees lack power and courage. School board bureaucrats

act like local spokesmen for the government, not independent-minded

educators. We will always have some thinkers and innovators, but by the timeour young people have spent 14 years in a system where OK is good enoughand failure is wished away, we have taught them an indelible life lesson. Goodluck to us. (letter to the editor, Ottawa Citizen)


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Still Even More Monitoring

Where is the motivation for students to strive for success when they can

succeed without really trying? Students have to accept responsibilityfor their behaviour and lack of success, but with no consequences,

why would they? Strong students will do well. The rest are not beingwell served by a system that does not promote success from hardwork, good attendance, meeting deadlines and taking responsibilityfor their future.I t is time for the government to worry less aboutpublic opinion, and more about how these young people will develop

into the next workforce.Janet McGuire The Ottawa CitizenApril 29, 2009


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And Some More Monitoring

It's been extremely harmful to me and my fellowstudents. I've learned how to manipulate myteachers...by getting extensions. A deadline

means nothing to me...I'm going to get a bettermark. Kaly (radio phone in program)

"I learned to milk the system." A caller (radio

phone in program)


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Monitored: What a US Academic

Has to Say Michael Petrilli, a research fellow at Stanford University's HooverInstitution and a former U.S. Department of Education official, said hedisagreed with the new grading policies; that is, not giving zeros."This isclearly about dumbing down expectations for our students," Petrilli told

FOXNews.com. "Some of these children are just a few years away frombeing in the workforce, in college or even in the military, and in none ofthose environment will they be coddled like they are in theseprograms."Petrilli said the policy also sends the wrong message to

students."If you're getting a zero, that usually means you didn't turn in theassignment or do the job correctly," he said. "All this (not giving zeros)

does is create cynicism among educators and send signals to students thatthe education system is not serious about achievement."If anything, Petrillisaid, overall standards at high schools across the country should be raised,

not lowered."It does not take a lot to pass a high school course," he said."If we have kids not meeting the standard, the answer is not to lower the

standard."


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State of Texas Votes to Outlaw No-

Fail Policy Texas Sen. Jane Nelson, said she is "appalled" by

how many school districts won't let their teachersgive students the grades they deserve on report

cards, and has lead the charge to halt the practice.


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Monitored: Howling in the

WildernessAnd in high schools, eliminating fixed deadlines for

homework is but another retreat from meaningfuleducational standards, as reflected by rampant

grade inflation, as is the "no-fail" policy at theelementary school level. Lowest common-denominator policies are the order of the day in

Ontario's education system at all levels.

Richard Deaton (The Ottawa Citizen, April 30 2009)


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Monitored: From the Future

On the positive side, we will be improvingstudent performance to the tune of an 85 %graduation rate by 2010-2011

Question: how do the grads, parents and teachersfeel about how they arrived at their destination?

Answer: lousy. Proof? Consider Cognitive

Theory that says sometimes you CANNOTseparate the consequences of certain actions

passed on in our culture.


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Reaffirming Trust: Trust a TeacherEveryone Else Does (2009)

1. Nurses

2. Pharmacists

3. Doctors

4. School Teachers

5. The Prime Minister

6. Police Officers

7. University Professors


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Why The No-Zeros Policy Must

Change The education system in Ontario is profoundly

sick and the latest flap about promoting studentswho cheat, plagiarize and fail to do their work is

just one symptom. In this province, we have along-standing culture of educational mediocritythat is abetted by a passive public, a paternalistic

government, all-knowing educrats, teachers whoare afraid to speak out and parents who are mostly

unwilling to demand better. (Randall Delaney,Ottawa Citizen)


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Does the Answer Lie in Ken

O'Connor et al?A critique of Fifteen Fixes: A Repair Kit For Grading offers this:OConnor substitutes the lack of researcher based references with anecdotal

evidence collected during frequent seminars and newspaper interviews of whichhe has been a part.

[Has a school board ever tried implementing a test program for his ideas. Goodscience assumes we have. Especially as something as impactful on our childrenas this. Failing to do so in a University setting would be unconscionable.]

Some recommendations found in the book do not seem to demonstrate anunderstanding of the complexity of the current classroom environment. Theauthor fails to address the topics of fairness, motivation and professional

judgment while stating they are the underpinnings of grading. This lack of theunderstanding of practice is exemplified by statements such; Grades are brokenwhen they include penalties for student work submitted late. (p. 26). The authorsuggests not penalizing students grades by reducing the grade however thensuggests that an A+ paper submitted several days late be recorded as an A-.(p.29). These statements are indicative of the confused nature of the book as theauthor suggests one practice, then within the same chapter offers a second

contradicting suggested practice.


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Does the Answer Lie in Ken

O'Connor et al?The author also fails to address how to effectively integrate behavioral outcomes in theclassroom. Instead, he suggests addressing the behavior though administrative rather thanteaching channels. The prescribed practice by the author does not take into accountresearch which suggests one possible way to accomplish this is through clear indicationsand statements of intent with clear terminal behavior outcomes through which the studentscan have criterion-based assessment assigned (Mager, 1962; Norris, 2006).

The book continues to fail by not developing an effective implementation plan for theeducational professional in the classroom. To further compound the problem inimplementation of the fixes, the author often summarily separates current gradingpractices with proposed grading practices through semantics. This is noted in the authorssuggestion, The fix for this is to not use extra-credit (work) or bonus points. If the studentwants to get higher grades, the teacher can require them to provide extra evidence thatdemonstrates a higher level of achievement. (p. 31).


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The Answer Does NOT Lie in

O'ConnorWith a deeper review of current research theauthor (O'Connor) would find that there is stillconsiderable debate. The analysis showsthat there is no common understanding ofwhat criteria-based means or what it impliesfor practice. This has inhibited high-quality

discourse, research and development amongscholars and practitioners. (Sadler, 2005, p.175).


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Perhaps O'Connor Needs Revisiting..?

This thoroughly revised edition (April 19,2009) includes:

A greater emphasis on standards-basedgrading practices

Updated research and additions to thesections on feedback and homework

New sections on academic dishonesty,extra credit, and bonus points

Additional information on utilizing levelscores rather than percentages

Reflective exercises

Techniques for managing grading timemore efficiently

Res ipsa loquitur?

This sucks!


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Come Again? Or, I Thought You

Were On TheirSide! "Achievement demonstrates knowledge, skills,

andbehaviorthat are stated as learning objectivesfor a course or unit of instruction (Oconnor,

Ken. How to Grade for Learning ArlingtonHeights, Illinois, 1999)


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Are There Options Other Than

O'Connor? At Little Axe Middle School, Norman, Okla.,

under its 2008-09 ZAP (zeros aren't permitted)program, students can receive a maximum 75

percent for late assignments handed in up to twodays late with a parent's signature. More than twodays late? That zero is etched in red ink.

O hi d l "Wh ' i h


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Or this model: "What's wrong with

making the kid come in at lunch ifthey don't hand something in on

time?"

Because it represents an advantage. The kid whodidn't hand it in got more time even if it is only 50minutes.

So, why not just tell kids that everyone iswelcome to come in at lunch? Because it meansthe due-date is meaningless.


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Arguing that requiring students who do not submittheir work on time do so at nutrition break orlunch seems incongruous with the principle that

we grade what students' know and not punishthem because of a behaviourial component ordecision. Just how much knowledge can they

demonstrate in 15 or 40 minutes? Especially if the

assignment was a lengthy one.


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Does the Answer Lie in Intrinsic

Motivation?


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Intrinsic Motivation: A Simple

Answer or a Complex Subject?

From the seminal study and now a book: Talented Teenagers:The Roots of Success and Failure, comes this thought:


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Intrinsic Motivation: A Simple

Answer or a Complex Subject?The chart demonstrates

how even intrinsicmotivation can not beenough when it comes to

the 'hard subjects.'Talented Teenagers: The Rootsof Success and Failure, p. 275

O h f i i


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On the Importance of Extrinsic

MotivationMihly Cskszentmihlyi, Kevin

Rathunde, Samuel Whalen, MariaWong's award-winning research thatexamined hundreds of students over a

period of five years offers much for

even Daniel Pink to consider.

M h I f E i i


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More on the Importance of Extrinsic

Motivation

S ill h I f


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Still more on the Importance of

Extrinsic Motivation

Question: What of Workplace Core


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Question: What of Workplace CoreCompetencies? Or, Could the Answer Lie in

Giving Marks for Work Habits?

The Learning Council of Canada's "A Review of the State of the Fieldof Workplace Learning: What We Know and

What We Need to Know About Competencies, Diversity, e-

learning, and Human Performance Improvement" has concluded:

Rather than simply brushing aside learning opportunities..., moreattention should be given to expending our ability to communicatethe value of core competencies. This includes developing a richer set

of methods for demonstrating its benefits, both to the learner and tothe system.


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Certificates of Mastery

Rhode Island students are given a Certificate ofMastery (CIM) for work habits

Along with the Capstone Project, the Work Habitsassessments are part of students efforts to showtheir readiness to apply important skills andlearning outside academic situations.


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The following lists describe the major skills and habitsstudents are expected to demonstrate in work habits:

takes responsibility for own action (own up, take charge)

completes assignments

group responsibility/ reliability, dependability

perseveres in work task/consistency in performance

contributes to team (expresses opinions, performs neededtasks, is flexible, can compromise, is tolerant of others)


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rk habits get marks

Students must have scores of 2 to be considered passing.


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Georgia Work-Ready Program

In a recent initiative between theGovernment of Georgia and theChamber of Commerce, studentscan demonstrate employability by

obtaining Work Ready certifica-tion. This process measures workhabits and work-related attitudes

and behaviors in areas that aretrainable and coachable such ascarefulness, cooperation, discipline

and drive. It is a four hour test andsuccessful applicants are granted a

certificate at a bronze, silver, goldand platinum level depending onevidence. Major employersdemand it.

Support for Awarding Marks for


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pp g

Achievement in Non-Cognitive

Domains

I mainly teach engineering students. I make it clear to them at the

beginning of the course that their mark has 2 elements. 50% of themark is for the actual work produced and the other 50% is based ontheir level of participation and behaviour in class.

R. Marshall, France

N.B.: Non-cognitive aspects, including attitudes and valuesachievement is measured for students at the end of the collge stage inFrance.

On Measuring Non-cognitive


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g g

Domains and the Citizenship

Functions of School

I think it important for schools to establish clear expectations(standards) for independent work, team work, and related capacities

as well as examples of the behaviours that meet or exceed thestandards. (personal communique from Charles UngerleiderDirector, Research and Knowledge MobilizationCanadian Council on Learning)



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Functions of School"Sanctions need to be in place to promote studentmotivation so they won't be delinquent with their work."(Personal communication from Professor James McMillan, professor and chair of foundations ofeducation at Virginia Commonwealth University in Richmond, Virginia, where he teaches

educational research and assessment courses and directs the Research and Evaluation Track ofthe PhD in education program. He is also director of the Metropolitan Ed-ucational ResearchConsortium, a partnership of Virginia Commonwealth University and seven Richmond-areaschool divisions that conducts and disseminates action and applied research. His current researchinterests include classroom and large-scale assessment. He has recently published the thirdedition of Classroom Assessment: Principles and Practice for Effective Standards-BasedInstruction and edited Formative Classroom Assessment: Theory into Practice. He has authoredthree educa-tional research methods textbooks and published numerous articles in journals,including the American Educational Research Journal, the Journal of Educational Psychology,

Contemporary Educational Psychology, and Educa-tional Measurement: Issues and Practice.)



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Functions of School"With respect to bonus marks, there needs to be someincentive for going beyond assigned work." Prof J.McMillan (email from author)

Support for Awarding Marks for Non


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Support for Awarding Marks for Non-

Cognitive Domains

I am of the opinion that motivation should be in part a result of at least

some endeavour on part of the student. In any case there can never be asingle established method for dealing with students. Responses mayvary and so must the trials for improving them. Under all circumstancesif the student sees his marks as the tangible result of his own labour themotivation level is sure to grow.

V. Singh, India (email to author)



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Cognitive Domains

Most North American medical schools recognize theimportance of non-cognitive skills includingassessment resulting in a pass or fail grade for

such things as 'bed-side manner'.

More Support for Awarding Marks


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More Support for Awarding Marks

for Non-Cognitive DomainsDear Prof. Moskal:

It was with great interest that I read your co-authored article entitled Scoring RubricDevelopment: Validity and Reliability and am hoping you might be able to answer aquestion for me. I ask this in hopes of better establishing a policy with regardsto assessment and evaluation. When I reflected upon criterion based assessmentsuch as those designed to "to elicit evidence of how a student will perform outside

of school or in a different situation" I wondered if such measurements could includesuch considerations astime-management, teamwork, initiative, and the like.

Yes-- all of these are skills that are known to benefit the students once they enterthe workforce (and very well documented as important) so a strong argument couldbe made that the have evidence for criterion related validity.


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Finally, could such measurements be considered in a summative manneror should it be exclusively diagnostic or formative in nature?>If the instrument is consistent with your goals, yes-- you could use the instrument

in a summative manner. Assuming you develop your rubric with small numbersindicate weak performance and large numbers indicating strong performance, a topscore could indicate the attainment of a specific goal.

Personal communication from Prof Barbara Moskal Associate Director of the Center for Engineering EducationAssistant Professor of Mathematical and Computer SciencesColorado School of Mines

Why a No-Zeros Policy Needs to


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Why a No Zeros Policy Needs to

Change redux

Once identified, talents and interests must beencouraged to develop through sustained effort.

To the extent that our schools and the widersociety are embedded in a "culture of indulgence"associated with poor work habits, students who

would otherwise flourish will wallow in

mediocrity and have no idea that they are doingso. (Gladwell, The Outliers)


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Because some Boards said it could be done:

These documents (name withheld) will be dynamic in nature,

allowing teachers to share best practices through continual

investigation of new ideas, collaborative learning, andprofessional development. (_DSB | Secondary Evaluation

and Reporting Procedures, p.1)

'Children...need the incentive of good marks...even when

given for effort rather than achievement.'

-Peter Hennessy, Queens University Prof of Ed. Ret.


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Guiding Principles of EduCon 2.0:

Our schools must be inquiry-driven, thoughtfuland empowering for all members

Is removing professional judgment consistentwith empowerment? Absolutely NOT!

Teachers must be allowed to use their

professional judgment (Stiggins, Ahead of the Curve)

Wh Thi P li M t Ch


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If a Classroom Assessment Techniques does notappeal to your intuition and professional

judgement as a teacher, don't use it. (source:honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/assess-1.htm

Why This Policy Must Change

Ontario Ministry of Education's Take


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O o s y o duc o s e

on Assessment and Evaluation

Student assessment and evaluation methods for thiscourse should reflect, wherever possible, authentic

practices found in the working world.

-(Course Profile Introduction to Accounting, Grade 11, Workplace Preparation, Public)


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There are deadlines in life, WITH penalties. This is a fact of life. I'msure if teachers didn't hand in grades (or have them uploaded) ontime, there would be consequences. They are doing a disfavor to allstudents to implement such a policy. What happens at college when

the professor says "no go" to a late paper? So much of our jobs aseducators include educating for life, not just our subject matter.

-Personal email to author from fellow educrat at teachers.net


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As one of the most well-regarded thinkers about constructingsupportive environments for youth, Karen Pittman has

developed nine principles of full investment and fullinvolvement for youth. One of the nine principles speaks

directly to what schools must provide for young people asrecipients andas active agents in their own development.

Schools, school districts, and state education agencies mustfoster increased student motivation by developing processesfor listening to student voices on issues relevant to their needs

and success. (Council of Chief American State SchoolOfficers)H

Question: If students want late mark penalties or inclusion ofother behaviour related marks shouldn't it be allowed?

What Does Victoria Park CI Know


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That We Don't? Victoria Park CI's Consequences of Academic

Dishonesty a) Use the incident as a teaching/learning opportunity.

b) Give a mark of zero for the assignment/essay/test in question, as thestudent has not demonstrated the expectations.

c) Split the mark between the students involved in the incident ordetermine who did the work and give a zero to the student who copied andpossibly a reduced mark to the student who is the original writer.

d) At the discretion of the teacher, there may be an opportunity for thestudent to demonstrate evidence of proper research skills and the course

expectation. (http://www.victoriaparkci.com/index.php?

page=schoolinfo/policies#academichonesty)

Perhaps it's this. Or could it be that


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p

they already figured this out?!

The Ontario policy on student assessment andevaluation may need some tweaking based on

experience. -Lorne Rachlis(professor in the Faculty of Education at theUniversity of Ottawa and former director of education at the Ottawa-Carleton DistrictSchool Board. http://www.ottawacitizen.com/news/students+deserve+chance+success/

1570797/story.html)

What's Wrong with Using


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g g

Professional Judgement? We do it everyday. We measure how well a

board was crafted, the degree of effectiveness in aposition paper, texture in a painting, outcomes in

a debate, etc. Ken O'Connor in How to Grade For Learning

asserts that in a Standards-Based Grading Systemwe use professional judgement.

So why can't we apply this to the situationalnature of grading?

And What of Levels?


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And What of Levels?

From a recent Board's meeting with Parents(June, 2009) came these questions:

What's a level 4 anyways? A 4+? A 4++?

Is a level 4 in my son's class the same as a level 4in the class next door?

The difference between an 80 and 100 is a lotand some courses at Queen's requires a 92.

The answers were not satisfactory (personalconversations after the meeting)


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Assessment should benefit students.

Some benefit more than others

Teachers should be involved in designing andusing the assessment system.

I'm not.

The assessment system should be subject to

continuous review and improvement. WELL???

Why Teachers Leave the Profession


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Why Teachers Leave the Profession

Just over 12 percent of those who left theprofession 2003-2007 cited 'assessment andevaluation policies' as a reason for

dissatisfaction and subsequent exit.


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My Conclusion


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My Conclusion

Albert Einstein said that there isonly one way we learn and thatis through modeling. I submit

to you that modeling issomething worthy of imitation.So far, the model we have for

assessment and evaluation is amodel not worthy of suchflattery.

Recent Additions


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Recent Additions


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Isn't this about the same time zeros and late penalties were

abandoned?

Let's Use Comprehensive Assessment


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Let s Use Comprehensive Assessment

In many schools, the career preparation focusstarts as early as kindergarten, putting a newemphasis on such basic character issues as being

on time, serving others and keeping promises.(http://www.eduguide.org/Parents-Library/Goal-Setting-and-Success-School-180.aspx)

Let's make a connection and not a disconnect.

Let us seek to extend the skills and behaviours

of adolescence and not contain it.


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We must never accept the poor preparation andlack of motivation of students as an unchangeablegiven.

It is time that the evaluation of the consequencesof assessment take centre stage.

The main consequence of assessment reform is

that education has not substantially improved. Wedo not lack evidence of that.

For a Final Word, I offer:


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For a Final Word, I offer:

May 1, 2010Students caught fudging math exam

By ALYSSA NOEL, QMI Agency

EDMONTON - Eleven Edmonton high school students were caught cheating on a math exam and now they won't be able to attend university until 2011, Alberta Education

revealed Friday.The students were leaked a copy of a math diploma exam by a Calgar y student who wrote the test overseas for family reasons.

That has forced the provincial government to tighten its regulations on writing exams abroad."Nobody anticipated anyone would do something like this," said John Rymer, executive director of learner assessment for Alberta Education.

"(Historically) there had been no signs of this happening."Each year, a handful of athletes training abroad or students who must be out of province during exam time are allowed to write the tests -- which account for 50% of a

student's grade -- if they arrange a proctor, typically a teacher, and a writing centre, often at a school.In January, the Grade 12 Calgary student wrote the exam overseas for personal reasons relating to family and, as far as Alberta Education was aware, had properly set up a

place to write and an official to supervise.

After a lengthy investigation, officials say the student's proctor was actually a family member and the exams were mailed directly to the student rather than to a school."They would have had access to that examination a couple of days ahead of the actual writing," said Rymer.

"They scanned it and sent it via e-mail to friends here."The sneaky plan was foiled when an Edmonton teacher was looking through the exam while students here were writing it and realized a student had asked for help the day

before on a question that was on the test.Officials interviewed more than 200 students as part of the investigation.

In the end, 11 students received a zero instead of a grade and won't be allowed to rewrite the exam until next January, preventing many of them from attending universityuntil September 2011.

The student abroad who caused the security breach will have to rewrite all of his or her diploma exams because he or she had access to final exams on all subjects.

Alberta Education says it has tightened regulations on writing centres abroad instead of simply trusting students, as it has in the past.Now those taking the exam from other locations will have to get pre-approval for their proctor and school so education officials here can verify the information.

Although regular cheating methods -- like sneaking notes into exams or looking over a classmate's shoulder -- are common, there have only been three security breaches like

the recent case in the diploma exam's history, officials say.Across the province in January, 42 students had their tests invalidated for cheating in a variety of ways across all subjects.

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