{"id":209,"date":"2017-12-06T18:58:03","date_gmt":"2017-12-06T18:58:03","guid":{"rendered":"https:\/\/cohort21.com\/ericdaigle\/?p=209"},"modified":"2019-03-21T01:18:13","modified_gmt":"2019-03-21T01:18:13","slug":"nothing-standard-about-standards-based-assessment","status":"publish","type":"post","link":"https:\/\/cohort21.com\/ericdaigle\/2017\/12\/06\/nothing-standard-about-standards-based-assessment\/","title":{"rendered":"Nothing Standard about Standards-Based Assessment"},"content":{"rendered":"

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STANDARDS-BASED CURRICULUM CHECKLISTS<\/span><\/h1>\n

A common criticism of PBL is because each student\u2019s end product differs, connections to the ministry of education curriculum objectives suffer. It is often thought even more difficult for teachers to properly assess these types of projects because\u00a0of this summative difference. This realization led teachers at RLC to develop Standards-Based Curriculum Checklists for our DISCOVERY DAYS inquiry-based projects initiative.<\/span><\/p>\n

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We have encouraged our faculty to choose exactly 50 specific curriculum\u00a0objectives from the myriad of examples each ministry document gives for knowledge and skill building. Why 50? Because less than that would be difficult to properly cover each learning strand or unit and more than that would be next to impossible to teach within a regularly scheduled semester. As Rosseau Lake College also uses a Level 1-5 Achievement Chart, it is an easy move to create both a quality\u00a0descriptive rubric, as well as one that could potentially act as the entire grade book in a competency-based system. The final touch with this easy-to-administer standards-based\u00a0template is a column for reflection upon which both students and teachers can record conversations and observations and link to products. I have used this column as a formative feedback and reflection activity with my Grade 12 English class. Their role was to find examples from previous classroom lectures and activities to satisfy the potential mastery of each skill. Level 5 Mastery can be further enriched by co-constructing criteria around possible 90%+ “gamified” extensions of competencies (eg. real-world connections, ability to teach the material, etc.)<\/p>\n

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By incorporating student conferences with subject teachers early into the DISCOVERY DAYS schedule, students have the ability to directly link their partial or fully cross-curricular project ideas to specific curriculum objectives. A Google folder carrying the entire faculty’s curriculum checklists allows any student or facilitator the ability to easily locate aspects of a subject area to build projects upon.<\/span><\/p>\n

This reflective component has so far proved crucial to maintaining academic rigour with PBL and in focussing students Discovery Projects on expected subject outcomes. It also has the added bonus of increasing student autonomy and voice-and-choice around interest areas. Resilience and flexibility have been a by-product of these check-ups as many students have had to “go back to the drawing board” if their culminating project ideas didn’t satisfy enough curriculum outcomes.\u00a0 \u00a0<\/span><\/p>\n

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\u201cMore than one in 10 (12 percent) students educated at independent schools said they had been <\/span>inadequately prepared for university.<\/span><\/a> And the most common criticism was that they\u2019d been given over-structured support at school and wanted to be more academically independent.\u201d (Furedi, 2016)\u00a0<\/span><\/h3>\n<\/blockquote>\n

Big thanks to former Cohort21 alum, Ed Hitchcock @ehitchcock<\/a>\u00a0@SciTeacherEd\u00a0<\/b><\/span><\/a>for his initial work in Standards-Based Grading (watch his video here<\/a>). Also thanks to @egelleny<\/a> for mentioning him to me in the first place. The Power of Cohort21!<\/p>\n

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STANDARDS-BASED CURRICULUM CHECKLISTS A common criticism of PBL is because each student\u2019s end product differs, connections to the ministry of education curriculum objectives suffer. It is often thought even more difficult for teachers to properly assess these types of projects … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":160,"featured_media":248,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"wds_primary_category":0,"footnotes":""},"categories":[5,4,7,40],"tags":[29,31,19,21,28],"class_list":["post-209","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-classroom-reflections","category-face-2-face-sessions","category-strategic-teaching-objectives","category-whole-school-innovation","tag-co-constructing-criteria","tag-game-based-learning","tag-inquiry-based-learning","tag-knowledge-integration","tag-success-criteria"],"_links":{"self":[{"href":"https:\/\/cohort21.com\/ericdaigle\/wp-json\/wp\/v2\/posts\/209","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cohort21.com\/ericdaigle\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/cohort21.com\/ericdaigle\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/cohort21.com\/ericdaigle\/wp-json\/wp\/v2\/users\/160"}],"replies":[{"embeddable":true,"href":"https:\/\/cohort21.com\/ericdaigle\/wp-json\/wp\/v2\/comments?post=209"}],"version-history":[{"count":11,"href":"https:\/\/cohort21.com\/ericdaigle\/wp-json\/wp\/v2\/posts\/209\/revisions"}],"predecessor-version":[{"id":406,"href":"https:\/\/cohort21.com\/ericdaigle\/wp-json\/wp\/v2\/posts\/209\/revisions\/406"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/cohort21.com\/ericdaigle\/wp-json\/wp\/v2\/media\/248"}],"wp:attachment":[{"href":"https:\/\/cohort21.com\/ericdaigle\/wp-json\/wp\/v2\/media?parent=209"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/cohort21.com\/ericdaigle\/wp-json\/wp\/v2\/categories?post=209"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/cohort21.com\/ericdaigle\/wp-json\/wp\/v2\/tags?post=209"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}