Ideas in Education: Does Grading Stop Learning?
Ruth Butler (1988) conducted research in which she gave students, including the top 25% and the least ready 25%, three tasks followed by feedback. Students were given one of three types of feedback:
- Comment only
- Grades only
- Comments and grades
Which do you think helped students best understand where they were, where they were going, and what they needed to do to get there?
Butler’s findings were remarkable. Student performance improved by 33% if they received comments-only feedback. If they received a grade or a grade and comments, their performance declined!
This was particularly true for least-able students who became despondent and were more likely to give up. But grades also devalued the feedback for the more able students who looked at the grade and became complacent. I got the grade, so why should I look at the comments? The grade caused them to ignore the accompanying comments. Students also looked at the grade with finality--the work is finished.
Students in the comment only group had the greatest gains in progress.
Comment only graded best helped students understand where they were, where they were going and what they need to do to get there.
As you look at the feedback that you provide your students, what are some ways that you ensure the feedback helps students improve, which is of course, the purpose of feedback.
Important Dates and Information
March 6, 7: Help Save the Next Girl
- 9th and 10th graders will attend on Wednesday, March 6; 11th and 12th graders will attend on Thursday, March 7
- Students will be dismissed from classes at 9:40.
- All students are expected to participate. Individual exceptions can be made. Please have these students see their school counselor or administrator.
- Mustang Morning will continue, but the grades attending will not participate in Mustang Morning.
- If you teach an appropriate grade-level class, please attend with your students.
Tom Tom
- March 5th & 12th: Tom Tom festival applications are due by 3/5/19 for pitch competition and 3/12/19 for the project exposition.
- Here’s the link for sign ups: bit.ly/MoHSTomTomPitch
Summer work orders. Do you have work that you would like completed in your classroom? This includes painting, minor carpentry work, special projects, etc. Please complete this form:
https://goo.gl/forms/NYyDavpv9C1kuPHx2 Due March 6
March 7: Student Showcase
- PTSO providing salad and potato bar for staff after school
Faculty Meeting
- Wednesday, March 6 at 4 or Friday, March 8 at 8:15
- Topic 1: Bell scheduling for 2019-2020
- Topic 2: Standards of Conduct (Dress code and hate images)
March 8: Club Day, Long Lunch
March 12, March 13: English 10 Writing SOL. No Mustang Morning during these days. 1st block will be extended. Almost ALL 10th graders will be taking the SOL during time.
Interested in Offering a New Course for 2020-2021?
Please submit your request by Spring Break using this https://www2.k12albemarle.org/dept/dart/enterpriseapps/powerschool/course-requests/Pages/default.aspx . Requests will be reviewed by Mr. Vrhovac and, if approved, it will be assigned to a lead coach for further development. From there it will be collaboratively developed and will need approval by the Dept. of Instruction and finally the School Board.
March 29: Flex Day
Field Trips and SOLs
March 6th: UVA Apprenticeship Job Fair for Interested Seniors
March 6th and 7th: Help Save the Next Girl
March 8: Government (Rocco) to Jefferson School African American Heritage Center (9:15-11:30)
March 11: Reframing Narrative @ Montpelier
March 27-29: AVID College Tour
March 30: NOVA Teen Book Festival
Birthdays
March 4: John Kinney, Reagan Stillerman
March 7: Sarah Stallings
Useful Information
Bell Schedules : http://bit.ly/MOHSbells
Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm
We’ve got something new! Want something included on the Monticello Outlook Calendar, the Monticello website, in the PowerSchool Daily Bulletin, or the student newsletter (viewed by parents, students and staff)? Please use this link https://goo.gl/forms/bIjfJLKokWPcEHx33
Worth Your Time
For students who experience test anxiety their symptoms are similar to when we’re faced with a fight-flight-freeze situation, like a car cutting you off on I-64. One way to combat test anxiety, or any other anxiety, is to change the mindframe to look at the test as an opportunity and one to be excited about it (the feelings/behaviors/chemical changes to the body are similar to when one feels excited). Getting students to say, “I’m excited about the test,” has proven results.
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