It’s been a while since I’ve made a post with a technical trick. I always doubt if people will know them and it will look like I’ve discovered garlic soup. In any case, if you already know it, just skip the post and that’s it.
This summer I have been copying a few competences from the decrees of the new curriculum to make the new version of the qViC. The decrees are published in PDF and of course, when copying and pasting them into a spreadsheet or text document, line breaks appear.
Continue reading “Removing line breaks in documents or spreadsheets”
For some time now, when I do trainings, I have been meeting teachers who want to reduce the grades in their subjects, but don’t really know how to do it. Since we opened the No Grades group on Facebook (not yet part of the group? There are already over 400 of us!), I get even more enquiries from teachers who are concerned about the over-reliance of students on grades.
Continue reading “Reducing grades is the consequence”
In the last month, CoRubrics has added a couple of updates to further encourage formative assessment. CoRubrics has always been primarily a formative assessment tool. But the use of numbers to indicate the level achieved did not facilitate this conception of assessment.
Continue reading “Latest CoRubrics updates”
Analytical rubrics have been in vogue for a few years now. You talk to teachers at all levels and many of them use analytical rubrics. And it seems that by using these rubrics they are already doing formative and formative evaluation.
My experience, however, tells me quite the opposite. I am not as radical as a good friend of mine who says that the rubrics are obsolete, but she has a point. Continue reading “There is life beyond the analytical rubric”
There is something that doesn’t fit at all and that is very common among teachers: the way in which final grades are calculated (quarter, project or course grades). Let’s suppose that we programme competently. Based on some competencies, we set some objectives (course, term, unit or project). To achieve these objectives, we design activities that the students will have to carry out. Some are more guided, others more open (within the objectives to be achieved). In the classroom, we carry out actions so that the students know the objectives and make them their own. While developing the activities, we make formative assessments: we give clear criteria to evaluate (self-evaluation, co-evaluation and heteroevaluation), we give feedback… From this feedback the students improve the tasks. In addition, they periodically review the objectives initially set to see if they are getting closer and make decisions about them.
Continue reading “Qualifying activities vs. qualifying objectives”