We had a webinar with Scott today at Clark Middle School on Power Assessment.
I promised I’d share highlights, but don’t know how to do that two hours justice. Scott is so down-to-earth and clear about his reasoning that he is a pleasure to hear.
He tweaked all his rubrics so that they read either down (from beginner, through novice, intermediate, and proficient to advanced) or from left to right. It made sense. I also really like those titles. He said that if you’re labeled a beginner, it’s a whole lot less judgmental than having an F, and explains where you are in the process. I wish we could change those labels in our grade systems.
He has dropped the vocabulary and structures categories from his grading system, and explained how we can target structure and vocabulary in assessments of all other areas by changing our directions for tasks.
While I was listening to him, I realized how to tweak my listening quizzes so that they focus on the target vocabulary of the day. For instance, if a target vocabulary phrase is “is located,” then I shouldn’t be necessarily asking, “is the house located in Alaska?” but instead “where is the house located?” The first gives the clue, if kids have heard the story, while the second requires that students comprehended the new vocabulary.
As you can see, I need another hour to talk with my TPRS homies about these topics. Scott provides lots of solid advice and even more reason to shake up the status quo.
Next time, we need to make sure we know how to work the microphone so that we can all talk to Scott instead of chatting away in the text box. But this way, he didn’t have to hear all the basketballs bouncing in the gym and the announcements on the intercom. How lucky we are to know him, and how lucky I am to have a group of dedicated teachers here.