In choosing to focus on the design quality "Protection from Adverse Consequenes," I hope to also improve the integrity of student assessment. The idea would be to spend more time planning and scaffolding lessons and provide ample opportunity for teacher and peer feedback, so that students are able to correct and learn. Students will be prepared for the final, or summative assessment, if I appropriately support them along the way.
We are all challenged by time constraints; planning and class time. How to effectively plan so that meaningful conversations about student work can take place? Collegues at school and in other schools, will be important for my growth in this area. Someone who can look objectively at a plan and help me see where there is a hole or redundancy. I am collecting professional literature to help with creating plans that are appropriately scaffolded and designed for student growth in a challenging, yet safe environment.
I will also need to address the 'grade' mindset that exists among students and their parents. It will take a change or shift in culture so that all parties involved understand the value of work that is not graded. I am fortunate that the administration at my school is completely supportive, however, college admissions and grade point averages loom large in the minds of many. It is my hope that I am able to effectively create an atmosphere of trust and support so that when final assessments are given, and grades are posted, everyone feels confident that the results reflect student learning and achievement, not just the points students have earned.
