Hi David:
Sounds like you've goy a good system at work there. I like the critical thinking "how" the diagnosis was made component.
Regards, Barry
I use my own electronic grade book along with the schools version. It is set up so that I can easily show students when they request it how they are doing It also is set up to flag me if their test scores or their attendance or professionalism warrants attention. In FORD we only have one test at the end of each credential class, so our group has made up quizzes that can be used to check their progress. Also we closely monitor their progress while they are in lab and have them not only tell us the diagnosis but HOW they arrived at that diagnosis.
Hi John:
Good example on on-going, on-course assessment. Little chance for someone to lag behind and not be aware of their status.
Regards, Barry
Hi Mike:
This is a very interesting motivational strategy. It seems the students are held accountable. And usually, students are not going to make errors or inflate their own grades because they recognize it will really do them little good. Also, I've found that students will usually be harder on themselves than the instructor would be.
Regards, Barry
Hi Robert:
Well, anytime a student can be strengthend by positive reinforcement, in most cases, is probably a good thing. If students feel good, they'll probably be more open to learning new material.
Regards, Barry
Hi Adam:
Student almost always want to know their grades (alyjough they're not always happy with the information!). Sounds like you're being proactive in identifying students who may be in danger without some intervention. This is good teaching practice.
Regards, Barry
The students see their score at the end of each test, so they have a running total of their own. I do provide their overall class or lab scores to them if they request them.
In the courses I teach I have the students keep track of there own scores and 2-3 times a course I consult them one on one to mentor the ones falling behind .This encourages them to stay motivated.
I will share the grades with the students early on the last day, this will give the students a good feel for how well they need to perform the rest of the day
I share this information if they look like they are struggling with the info, if it looks like they are going to fail the class, and when they ask.
This way I can help the students that need the help without them being scared to ask for tutoring.
Hi James:
Sure - this is one of the ways a test can do more than just assess what a student knows, but also where there still may be weaknesses and what the students current status in class is.
Regards, Barry
This info is shared with the student whenever they want it. I share it with a student if i see there might be trouble and that they might need help in that subject or to better understand where there mistake was.
Hi Tom:
Good plan. Open, transparent (new buzz word), informative, helpful.
Regards, Barry
Hi Steve:
Good plan - let the students know how they're doing as soon as possible. They'll appreciate knowing where they stand and possibly be motivated to try harder.
Regards, Barry
We build a grade sheet and the student enters his grades after the test/quiz is graded. The instructor signs for every entry. At this time the instructor can show the student what their total is at that point in their training. This makes sure the student understands how well he is doing at any time during the program.
NO SURPRISES!
Sharing the student scores is an ongoing task. many of the students want to know after each lab or test. others wait till the end of the week. however, if a student is doing less than satisfactory i pull them aside as soon as possible.
Hi Errol:
Your instant reporting hsure should give the student a current sense of how they're doing. Tracking grades also lets you take time to discuss the students progress, especially if they're falling behind. That personal touch can go a long way towards having the student feel you're there for them.
REgards, Barry
I share the formative grade with the student immediately after the test is graded and anytime the students request it and I keep track of the formative grade so as to help me spot a student that might be in trouble and needing help before it is to late.
Hi Terry:
Some courses work like this and the grading system you descibe is quite satisfactory. In the end, it's the learning that has occured, not the grade or grading system.
Regards, Barry
Hi Kenneth:
Good job. Frequent updates with monitoring provides the best hope for identifying weaker students or smaller problems before they become bigger.
Regards, Barry
