Due Dec. 9th:
What are the merits or problems of linking a grading system to Bloom’s Taxonomy? Are there benefits of switching from issuing grades based on “percent correct” to “complexity of thinking”? Discuss and respond to a minimum of three merits or problems
There should be a way to accomplish both if the assignment is differentiated. For some students, their interest or ability may have some limitations in the higher order of Bloom's taxonomy, but that should not limit the accountability for a floor of knowledge that all students have. I think there should be some reward for working hard and following through vs "soaking it up". The example on pages 32 and 33 are great, but you do want all students to try the higher thinking levels without jeopardizing their grade. On the other hand, if students are able to have a basic understanding of the content, the amount of work production is significant. If you have not visited the web site listed on page 33, htt://help4teachers.com, it's not bad.
ReplyDeleteI can see families of lower functioning students concern for grades being lowered based upon their child’s intellectual ability. The procedure to switch would have to be explained very cautiously. I like the idea of getting away from a percentage-based grade, but again, caution would have to be used to ensure judgment is not the sole basis for the grade; grades have to be based on student performance. I keep thinking of students on my caseload. Some are at the very bottom of the knowledge level and gain significantly and others are at the analysis/evaluation of information. It would be wonderful if each were challenged according to their present knowledge level. I think some of the teachers would be willing to try and others might be less enthusiastic. Accountability, whether in school or out, is a life-long responsibility students learn. Being accountable for their own grade by being given the choice of assignments creates accountability.
ReplyDeleteI agree with Jerrie that in some subjects some students are challenged at the knowledge level but I would hope that we would allow students the opportunity for analysis/evaluation even if not to a high degree. You never know what background knowledge/interest the student brings to the table and what an asset that is for your class as well as the student's self-esteem.
ReplyDeleteI like the idea of charter schools and differentiation in classrooms. It allows kids to work at their own pace and show their abilities on their work at their level. Kids that need to be excellerated can work ahead at their own pace and kids who need to stay on a subject a little longer with more repetition. I don't like the idea of percentiles because one student can learn the information for just the moment that they need to and another student who may struggle to memorize information has to work twice as hard to prepare for the activity. I would expect my gifted students work to look very different from students who may learn at a different rate then them.
ReplyDeleteI can remember from a few years ago that some educators in my building were concerned because some of my students were on the honor roll. Their children were as well, but my students didn't deserve because they were in special education. I didn't understand why it was considered different in their minds. As we discuss changing the "regular" grading scale - I see trouble on the horizon. Because we have "always done it this way" it must be right. Always done this way isn't the answer to the issues in education today. With our wide range of student abilities, different is our inside help to some students. I can't expect the same from every student, but I can expect their best.
ReplyDeleteUsing Bloom's Taxonomy as a grading system might motivate some students to use higher level thinking. Those who feel they have not bee challenged in our current education system would find a way to express themselves. It might even provide motivation for the lower students to strive to do more.
ReplyDeleteOne problem could be teachers. The beginning process of using Bloom's would require a lot of thought and time. Teachers would have to rethink lessons, develop rubrics and be creative in options they offer to students. Another problem could also be change. Many people balk at change. They are afraid of it or don't want to exert the energy to implement the change.
I can see how it could affect our students. As Jerrie said some of our students are at the lower level of Bloom's. For students who are "functional" the lower level might be as high as they can go.