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Assessment Change Impact-Video 2

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I think one of the biggest changes in my classroom especially this last year has been books like How often and how frequently and I sign it and how it's used so before I feel like I gave a lot of homework and now my homework is very intentional it's for very specific purpose and it's not necessarily used as a grade as something that will be used  to be figured into their final grade for the quarter or semester but it's used for practice and preparation soap for me I have a totally different view of getting rid of the average score because Chanel a lot of times your student did really poorly get a low percentage that really affected the great it was really giving them a superhero or a super great you really really failed on this one and we don't show shades of failure you either fail or you don't you know in that case so I'm getting that was another big factor in assessment changes  one change that I've made is that I have been more flexible with due dates and I've actually found that students have been better about turning their work in I used to deduct points for late assignments and sometimes I felt like students would get frustrated or lose motivation because they knew that you know they could only get a certain grade with the point deductions but once I said that I would not take off points actually found that students turned in their work more frequently on time and they were more motivated to finish so actually add more students completing the work than ever before I stopped taking homework like those Carmen Ave assessment says kind of practice assignment I thought taking grades on those and a couple of things came about one I noticed that it was a true reflection what the students knew and were able to do with the content versus me assigning them something for the first time so I hope and I think what the is a dyna given them  more comfort and taking a risk so they're more willing to try a hard problem knowing that hey this isn't going to be for a gray this is like a challenge problem I can try and mess up and I'm going to get another chance so it's really given this soon as a little bit of freedom I've also kind of discovered in that is that the students that are going to do their assignments are going to do their assignments and the students that to do their assignments are always going to struggle to do their assignment whether it's for a grade or not and that to me has been very eye-opening because that's always one of the arguments it's like well if you make it for a grade more likely to do it and in reality they're really not more likely to do it now that comes with some education on the students part like we have to tell this is why we're doing it so goes back to the purpose of this estimate you really have to make sure and tell the students like this is why we're doing this assassin this is why we're doing this like this is practice for this part where we have to understand this before we can move on to something else so really understanding the purpose of what y I mean the students will open their eyes and educate them to be better students and to be better Learners I think a big thing that I have done is homework looks very different for my class and it's kind of a backwards planning piece homework is more of a preparation for discussion that were going to do the next day it's less of the practice at home and we're doing more of the practice at school in class so I am there to work with students on their practice the the piece that goes along with that it's the practice doesn't count anymore it truly is practice and I think the kids really appreciate that because it gives them that opportunity to make mistakes and to get more help and I think that as far as the impact goes I think that is the big impact because they feel more comfortable they feel like they can make mistakes and they have someone there to get help it compared to if they were doing that practice at home and then coming in the next day and being assessed on right after they're learning the skill so I really try to do practice two or three times before their formally assessed on a topic changes one would be no zeros in late where can I go hand-in-hand I would say the no zeros and light work when you put that in the grey you're not really assassin anything you're assessing okay they haven't done it but you have no idea about Mastery have no idea where they are with the topic the content so it's really there's no point with that I mean you're not assessing any knowledge at all if it's even knows so getting away from that and accepting that okay you know we bring them in they get their leg work in play taken you taking any time then they can assess their knowledge base what they know what their content level is in master that content I think another big thing for me is retakes I mentioned earlier that you know learning can take place throughout the unit and so by offering retakes can I have intrinsic motivation first student wanting to master that topic so give me the nobility to go back and really look at that topic meet with me have some individuals is that what they were struggling with what they can go back and learn and then come back to me and then they show Mastery then I know where they are so I would say nosey no late work and give me the Billy to do retakes as really kind of influence impacted their overall learning for Mastery

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