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(Shouldnt this autonomy be given back to teachers as well for the same reason?)
(Provincial Diploma exams are a very good mirror for students, parents, teachers and secondary institutions since it the ONLY authentic, trustworthy mark indicating that students are being marked consistent with provincial standards. The great inflation of marks of the past 4 years are making the diploma exams LOOK like they are of too high a standard, but the difficulty level of these exams has been fairly consistent. Its the school mark worth 50% that is questionable sometimes due to principals changing marks or teachers being told to do so.) (The linked document explains the Fraser Institutes methodology and how, in their final rating, actually compares schools only with schools in the province of the same socioeconomic level and similar course offerings).
One school where teachers were instructed by an administration implementing a strict interpretation of the reformed grading philosophy for the 5 year period (they do NOT use
any zeros but use codes instead -- Eastglen H.S.)
One school where the administration openly professes that they leave such decisions up to teachers since they are in the best position to evaluate the students (Some teachers there claim
that the use of zeros builds responsibility and citizenship -- Strathcona H.S.)
Ross Sheppard and 3 other high schools with varied implementation of the new philosophy. (Ross Shep had JUST started
the policy in the spring of 2011 and many teachers were not using it--or were confused)
The no-zero schools stats went from 18% failure rate to 33% of the students failing the Diploma Exams. (Province was about 15%-17%)
The school diploma exam averages plummeted. When using the codes, teachers have found that considerably MORE effort goes into tracking down, multiple times, only 5% to 10% of the students that always are absent on exam days, or fail to turn in assignments etc. It has been reported by many teachers that putting in Zeros As Placeholders (ZAP) greatly reduces this task and more time for creativity.
Could the other students be suffering since the teacher is pre-occupied?
Sadly I present to you my final chart, showing the travesty of marks inflation happening in this province. (Why doesnt Alberta Learning step in and sanction those schools?)
students were not doing all of the work).
Zeros or No-zeros ?
Is there great inflation in the school awarded marks of the schools known to be rigidly adhering to the reformed assessment philosophy? Ross Shep had barely started its policy by June 2011 and teachers were (are?) resisting.
At a north Edmonton school, students only get marked on attempted questions so if they only bubbled in 20 of 25 multiple choice questions teachers are told to consider that students mark is to be based out of 20 instead of 25! (with this logic a student can choose 5 questions they know
out of 25 on a test, leave the rest blank, and get 100%! (I would request the board and media investigate these allegations)
Implement a proven management strategy and give the teachers back their autonomy to use their professional discretion when assessing students
http://www.ted.com/talks/dan_pink_on_motivation.html
Schoolhouse Consulting
http://educhatter.wordpress.com/2011/11/01/do-over-student-evaluation-what-lesson-does-pardoning-cheaters-teach/
Appendix Case 2
(Which school uses non-zero and which encourages zeros?)
I criticized my own data saying that although there is a great negative correlation between nozero policy and school performance etc. doesnt mean that there is causationbut one certainly cannot ignore the fact that something is going terribly wrong in the strict no-zero schools. Before anyone charges that the data is only for ONE non-zero school that I have singled out (Eastglen), I now have produced the same charts for a SECOND known, strict no-zero school (M.E. LaZerte)
Four comparison charts follow without commentary
Appendix Case 2
(Which school uses non-zero and which encourages zeros?)
Appendix Case 2
(Which school uses non-zero and which encourages zeros?)
(diploma)
Appendix Case 2
(Which school uses non-zero and which encourages zeros?)
Appendix Case 2
(Which school uses non-zero and which encourages zeros?)