I enjoyed the post and the story of your journey. The marathon that we are on -- to help improve learning for each individual learner -- is indeed a long one. For me, the biggest change was when I began to look at student learning in terms of "Proficiency" rather than their "Performances". This eliminates all the "retesting" and the late term negotiations and scrambling for those extra points to put them over some sort of imaginary line. It's the wonder of exchanging a "deficit" approach to grading and moving to an asset-based approach.
I talk a bit about it in The Grading Podcast. Basically, during class on one of the last days of the semester, students are invited to complete as many reassessment quizzes as they want subject to the time constraints of 1 class period (50 minutes). Usually, I have a limit of one standard per week for reassessments. So the carnival is a catch-all opportunity for students to show improvement on a handful of “leftovers” — things they haven’t done completely so far, or that are new and they needed more practice with before the final exam.
Some students don’t need this opportunity at all. Some students come and try one thing and then leave. Some students stay for the whole period, and make up for several past deficiencies. Overall, it forces everyone to study the things they still need to think about. And it gives me a line in the sand: This is really, truly your very very VERY last time to get a chance for grade improvement.
Logistics: Ahead of time, I sent out a Google survey and ask them to tell me what they will try. I write, print and bring only those things. Students work on only one thing at a time. Once turned in, I do the grading. They can pick the next thing and begin working. My goal is to have everything graded before I leave the room. (Sometimes a challenge!!!)
I enjoyed the post and the story of your journey. The marathon that we are on -- to help improve learning for each individual learner -- is indeed a long one. For me, the biggest change was when I began to look at student learning in terms of "Proficiency" rather than their "Performances". This eliminates all the "retesting" and the late term negotiations and scrambling for those extra points to put them over some sort of imaginary line. It's the wonder of exchanging a "deficit" approach to grading and moving to an asset-based approach.
This is really interesting! I would love to know more about how your reassessment carnivals work in a nuts-and-bolts way.
I talk a bit about it in The Grading Podcast. Basically, during class on one of the last days of the semester, students are invited to complete as many reassessment quizzes as they want subject to the time constraints of 1 class period (50 minutes). Usually, I have a limit of one standard per week for reassessments. So the carnival is a catch-all opportunity for students to show improvement on a handful of “leftovers” — things they haven’t done completely so far, or that are new and they needed more practice with before the final exam.
Some students don’t need this opportunity at all. Some students come and try one thing and then leave. Some students stay for the whole period, and make up for several past deficiencies. Overall, it forces everyone to study the things they still need to think about. And it gives me a line in the sand: This is really, truly your very very VERY last time to get a chance for grade improvement.
Logistics: Ahead of time, I sent out a Google survey and ask them to tell me what they will try. I write, print and bring only those things. Students work on only one thing at a time. Once turned in, I do the grading. They can pick the next thing and begin working. My goal is to have everything graded before I leave the room. (Sometimes a challenge!!!)
https://thegradingpod.com/episodes/9-reassessment-carnivals-an-interview-with-kate-owens/
Thanks!