A few weeks ago I published the article Qualifying at the end of a formative evaluation, which was the continuation of another article Assses without qualifying: my experience. I received quite a few comments and we had some very interesting discussions on twitter. And I think that, based on all that, it might be interesting to explain why I firmly believe that it is not convenient to take into account attitude aspects when grading a subject.
A few months ago I wrote an article explaining how I try to evaluate students throughout the term without grading.
I received a lot of comments and some of them asked me for a second part. This is all very well, they said, but at some point or another you have to grade. This article will try to focus on this second part: after a whole term doing formative assessment, how do I grade?
I often make dynamics with the students to deal with issues of digital competence, especially issues of security, responsibility, image, etc. Last week we played 3rd of ESO and talked about the excessive use of screens. They themselves were aware and, specifically, 75% believed that it would be advisable to reduce the use.
What surprised me most was the answer to the question, “Do you have or have you had any parental control applications installed?”
I’m coming back from Madrid on the AVE and I’m taking advantage of these three hours to write a post. I’ve just spent a day and a half with the coordinators of the GEG Spain community. I’ve been one of them for a two years and today I want to talk about the community and its coordinators.
First of all, I want to make it clear, for me it is one of the most important communities I have to improve my teaching practice. Belonging to this community, and especially to the moderation team, makes me evaluate, reflect and improve my work (and passion). Therefore, let me begin by thanking the 13 members of moderation for their work and constant involvement, and the rest of the community for their contributions.
(image by Juan Pablo Bravo, from The Noun Project)
Lately I have seen many schools that presume of working only by projects. I use this methodology (or method, we won’t go into it now) very often. I am in a school where students do projects for a couple of hours each day approximately.
But I don’t understand this habit of saying that everything is done by projects. To begin with, when you scratch a little, questions and shuffle projects (if you have them open), you realize that some parts of what they call projects we call laboratory practices, manipulative math exercises, classical play performances…. a project, as I understand them, has a final product or a clear guiding question and all the research and activities that students do are aimed at getting the product or answering the question. Continue reading “Various methodologies, please!”