robertogreco + standards-basedgrading   1

Standards-Based Grading: The End | ThinkThankThunk
"The idea of remediation is a serious hang-up for those that like to have hang-ups about new ideas. At BIG, we’ve left this whole idea of scheduled learning–and therefore hacking scheduled learning–behind, which is all SBG really is, a nice hack of a broken system. Like sending Internet packets down phone lines.

Our students work towards a competency for the following reasons:

• Faculty take an enormous amount of time learning about the student’s passions, interests, and current projects.

• Our goal is to produce a resume-building experience and product the student can take with them long after they graduate.

• The student co-designs the projects, competencies, and work.

• Students seek out faculty time, and have significantly less required “seat time” than in a traditional environment.

• The pedagogy at BIG is wildly student centered

• Notable absence: for a grade

The last couplet of points is the most important. We’re seeing an insurrection of grading initiatives around the country, which almost by definition means that the whole thing is going to implode under the weight of poor implementations. Sad, but education is as education does.

So, why is SBG a gateway drug? Because the minute you admit that you’ve been grading ineffectively, you end up admitting all sorts of things are weird about school. Like schedules, like cookie-cutter assignments, like students doing work to be “done with it.”

It’s a gateway to student-centered pedagogy. It’s a gateway to asking what kind of projects can be done that envelope multiple standards. It’s an exercise in creating deadline-murdering, interesting projects."
remediation  grades  grading  education  teaching  learning  standards-basedgrading  assessment  competency  pedagogy  2013  schedules  standards  experience  shawncornally 
july 2013 by robertogreco

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