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Blog EntryBlog: Friday, July 14, 2017

How To Give Scores

http://www.psychologicalscience.org/news/releases/meaningless-accelerating-scores-yield-better-performance.html#.WWeuXU2Wzct

These findings should encourageáeducatorsáto engageábig picture thinking.

How could we consider the findings alongside traditional gradingáand rubric approaches?
á
If a student is consistently receiving grades of A- on his/her assignments/assessments, most educators (as well as parents and students) would suggest he/she is doing just fine.áMost likely, the student would continue to plod alongáand folks would say he/she is performing well.

But, could he/she perform better?á If we gave him/her different forms of feedback, would he/she perform at even higher levels?

Now think about these findings in the context of educator evaluation reform efforts.á Many evaluation systems score educators on a scale of 1-4.á Again, if an educator is consistently receiving scores of 3 on his/her observation/summative reports, most supervisors would suggest he/she is doing just fine. Most likely, the educator would continue to plod along and stakeholders would say he/she is an effective educator.

But, could he/she perform better?á If we gave him/her different forms of feedback, would he/she perform at even higher levels?

How do we reconcile all of this and perhaps offer new approaches toáassessment and evaluation in the world of education?á

The findings seem to suggest that the scores do not even need to be tied to actual performance to improve performance. To me, that is a game-changer and definitelyáoffers a new twist on how to help students and educatorsácontinually learn and improve.





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Posted by Brian P. Cory
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