High Power Assessment: Using Outcomes in Canvas – Brian Bennett

Brian Bennett: I think in this session online
it’s called ‘getting granular’, but it’s all the same. We’re looking at assessment. Honestly, after the lunch thing, this is like
60 percent maybe obsolete depending on how they decide to roll stuff out. Bear with me. I wanted to update on the fly. My Google Slides, I’ll put the link up there
again, but if you’ve already opened it that will be updated. As soon as I have access to the new stuff
I’m going to make changes so bookmark it for yourself. All my contact information is in here as well. I’ve been told not to move too far, but just
a few things. I’m going to assume, presume a couple ideas. First, you already know how to make and use
quizzes, right? That’s one component of this. If you don’t know you might feel a little
bit underwater, but that’s fine because you’re all sitting next to people so you can say,
“Hey, how did he get to that spot?” This is normally an hour and a half session
that I do and they said, “You have 40 minutes”. I’m going to talk a little bit fast at points,
but again, all of my notes are on the Google slides and I’ll be adding to that after the
fact based on questions that you guys ask today as well. First of all, like functionally you’ve got
to know how to use quizzes. Second, if you are interested in accurately
measuring students, you’re in the right spot. If you don’t care about how you measure your
kids, we’re not going to get along too well, so just fair warning. I’m not offended if you get up and walk out. If you’re one of the people who does not like
to make people angry, like you don’t like conflict, I’m not going to call you out
if this is not your thing. Feel free to just go to your second or third
or fourth choice, whatever you want. That’s one thing I always like to say at the
start so you’re not just here grumpy that you came to the wrong session. We’re good? We’re good. Alright, here we go. Step one. In order to make this work, you have to have
outcomes in your Canvas course. When I say outcome, I mean a standard. Who of us in the room are K-12? Yes. Who of us in the room are higher ed? Okay, wow. Okay. It was like two-thirds, one-third, but it
works out. In K-12 we’ve got our state standards, real
easy to find. Higher ed, I don’t speak your language because
I’ve only ever taught K-12, but I’m assuming you have some kind of professional standard
that you are working for with your students. Essentially these are benchmarks. From my high school science perspective a
standard would be a student can explain the parts of a cell. That’s a second side note. I’ve only taught science. I’ve taught science for ten years. All of my examples are in a science classroom,
so if you’re history, English or social studies I’m sorry. If you’re Elementary I’m even more sorry. Again, just sorry. In Canvas they’re in there by state. They also have Common Core State Standards
if you’re one of the states that adopted it and then stayed with it. I’m from Indiana so they adopted it and then
dropped out and they were like, “Maybe we’ll do it again” and they wrote their own that
are almost the same as Common Core, so our teachers still use them. Don’t tell anyone, but they’re in there. You can also have your IT department upload
a CSV. If you can get your AP standards, any AP teachers
in here? I taught AP bio last year. There are 153 AP Biology standards. I wrote my IT department and said, “Here’s
a CSV file”. Boom, they’re in. You can get NGSS, whatever they happen to
be, but you have to get them into your course. What does that look like? In Canvas there’s an ‘outcomes’ tab. Hit ‘find’ and this is the magic of technology. In your school install this is something that
you would set up at the start, not at the teacher level but IT would do this. You would just go in, find your content. We’ve got all the grades, all the sciences
and I can pick an entire course, Chem. One. Those are now going to be available to me
as I am building my course. You can also pick and choose. Maybe I want this single chemistry standard
or I want this single history standard. Our district is moving towards cross-curricular
implementation so we’ve got teams of teachers, history, English science and math who are
building content around ideas and themes rather than this kind of stuff. Those teachers, a theme might be sustainability. The science teacher would go in and find sustainability
standards and pull them one at a time. The history teacher would find sustainability
standards and pull them in one at a time into that common course that they’re all teachers
in. That’s how you would do it. Second thing we do, once we get our content
standards in there, and I’m sorry I’m talking really fast but I’m excited because this is
so much fun, question banks, so we’re going to look at quizzes first. This is step one. We’re all really good at assessing using tests. Let’s just be honest and candid. I can write a test, boom, and assess my students. I can do something with it and great. I’m a teacher in high school. College, I took some serious tests in college,
so I know you can do it too. In Canvas, we’ve got to change our thinking
a little bit. Instead of building individual quizzes, start
building question banks. I’ll talk about why in just a minute. The second thing you want to do in your question
banks is you want to build them by common outcome or common standard. Instead of building a test on ecology, I would
build a test on standard 2.2, whatever standard 2.2 happened to be. Maybe it says I can describe plant life in
a pond. I would write questions that just tie back
into plant life in a pond. Does that make sense? Okay. Yes means yes, I get it or no means I have
no idea what you’re talking about. Yes? Feedback’s important. There we go. Thank you. I’m one of the people that I’ll wait. I’ll let it get awkward. If I ask a question and nobody says anything
I will wait. Then what we do once you have your banks built
out by outcome you link the outcome to that question bank. Let’s look at it in practice. Here I’m in my Canvas quizzes. To get to your question banks hit the gear
icon in the top right. It says ‘manage question banks’. I’ve got questions built out. G2.2 was a graded standard. It was number 2.2 and you can see it’s got
15 questions in there. Then I also have G2.2 Test. Now, I do that because I have general-purpose
items and then I’ve got test-specific items. My general purpose, I used to build random
quizzes for retakes, for multiple tries, if a kid’s absent, whatever, I can build another
quiz, boom. It’s random. Some questions might be the same, but if I’m
only picking three out of 15 chances are it’s not going to be the same. It gives me a little bit of security. When I get to my chapter test, we use common
assessments in my district. Those G2.2 test items are specifically for
the chapter test where I’m assessing standard 2.2. Does that make sense, the logic behind that? Yes, okay. No, it’s good, thank you. Feedback, it’s important. A couple other things, labeling by standard
is helpful for me. It made sense to use that numerical structure
just because of the way my course was organized. Because we’re trying to get to that granular
level by standard, by outcome, “What does my student know?”, labeling this way allowed
me to say that student A really gets standard 2.2, but they really suck with standard 2.3. That’s what goes through my mind when I’m
assessing them. They really need help with this, so I’m going
to help them. If I don’t know what the question ties back
to I can’t help them with that bigger piece. The same outcome can be linked to multiple
banks. Even though these are the same number, that
outcome can get attached to anything. I could attach 2.2 to 2.3 as well and then
it would totally screw up my system, so I’m not going to do that. The outcomes are flexible. They can go wherever you want them to go. This is really literally just for naming the
material. First we import our outcomes into our Canvas
courses at the course level. Then once they’re in there, I go in and I
create my question banks. Now, here’s how you link your outcomes. Now I’m inside of G2.2 the bank. I’ve got questions. They go through, multiple choice, whatever,
do whatever. You can import your questions from exam view
or whatever you’re using. On the right side you’ve got this ‘align
outcome’ button. When you click on ‘align outcome’ it pulls
up our handy dandy outcome finder that you already imported. You see the screen, it looks really familiar. The rubric you can set. Then here’s the other big decision point for
you as the instructor. Down the line I want to know where my students
are in terms of mastery. How well do they know this bit of information? I want to move away from ‘did they do the
worksheet?’ or ‘did they pass the test?’ to ‘what do they know?’ I set a mastery score of 60 percent. This number is completely arbitrary. It means nothing outside of my course context. I got to 60 percent because 50 felt a little
too low. 75, one year I tried that felt a little too
high so we landed on 60. It all works out in the end. For you data people, and I know all the higher
ed people, and I may be making a generalization right now, but that’s okay because we’re all
friends. I’ll get to your question in just one second. When I get to the end of my year, when we
do our final exam, I had students for the most part get 60 to 70 percent of all content
standards. Every standard we had, they got about 70 percent
of them. Their final exam score was within five percent,
plus or minus. If I hit a 65 percent on all of my standards
cumulatively I would score between a 60 and a 70 percent on the final exam. I’ve had that for the last three years. It’s not academic, it’s not research-based,
but it seems to work for me. Again, that number is arbitrary. Let’s go back to your question. Woman 1: If, in theory, all of your assessment
items are designed to show student mastery of that standard, how does the percentage
play into that? If I answer one of them correct, I demonstrated
mastery of the standard. If I answer 15 of them correct, I’ve also
demonstrated mastery of the standard. Brian: Okay. The question was if your assessment items
are all aligned to show mastery of a standard, if I answer one correct versus 15 correct,
where does the percentage come in? Why is that number important? It looks at the number of items on your quiz. If I have five questions for 2.2 on a particular
quiz, I have to get three out of the five right to get mastery marked on my standards,
in my learning mastery gradebook. Woman 1: Even if I answer two of them right,
isn’t that evidence that I have mastered the standard? Brian: Right. This is my judgment as a teacher. I’m saying mastery to me is if you can answer
six out of my 10 questions, I say you’ve got the material. If you get less than six, it doesn’t mean
anything. It just means you haven’t met what I generally
see as mastery. That’s why this number is arbitrary. You may be able to answer one out of 10 of
my questions. In that one context you’ve got it but those
other nine times you’re not there yet. I would not call you proficient in the standard
as a whole. That’s where this number comes in. Woman 1: Are you using context provided by
the standard? Brian: The follow-up question is am I using
context provided by the standard? In some cases yes, in other cases no. It depends on your depth of knowledge level. If I’m looking at a knowledge level question,
so throw up your Bloom’s Triangle. If we’re looking at our Blooms level, can
you name what’s the powerhouse of the cell? Audience: Mitochondria. Brian: Yes, thank you. There we go. Mitochondria, it’s a science question. Sorry. Who was the guy who always put his hand in
his jacket? History, here’s your chance. There you go. Okay. Now you’re included. We’re inclusive. That DOK gets to this standard, but I care
more about DOK1. I need to see them at a four as well. That’s why I use this aggregate score to say,
“Yes you have it” or “No you don’t” or “No, we’re still working on it”. Just bear with me for a minute. You’re giving me a side eye and that’s fine. Woman 1: Hang on. I want to talk to you later. Brian: I love it. Woman 1: I don’t want to take up time. Brian: No, I appreciate that. We’ll look at how this is approximated then
in the mastery gradebook because that’s kind of like the end shebang. I mentioned this before. It’s based on the percentage a student gets
correct on that particular item. If it’s a quiz, they get three out of the
five right, they’re marked as a mastery on that assignment. They’ve reached it. If they don’t, they’re scaled above or below. If I got a five out of five, I’d be marked
as a four. I would hit ‘exceeds expectations’. ‘Meets expectations’ is your 60 percent,
three out of five. Anything lower than that scales down appropriately. Also a side note, I like a four-point scale
because it’s very hard for me. I have to make a determination, they know
it or they don’t. It’s too easy to say, “You’re in the middle,
three”. It makes you feel good and your students are
like, “Alright, cool, whatever. I got a three. A four-point scale works really, really well
for you as the instructor because you have to decide, do they know it or do they not. It gives that student a little bit of feedback
like you’re almost there, you’re way above or you’re way below and we need to have that
conversation again. We’re getting away from, ‘Did you do the
assignment?’ I don’t care if you do the paperwork. I care if you learned it. That’s what we’re getting at here. Okay. We’ve got our outcomes in. We’ve aligned them to the question banks. Man, this is going really fast. Rubrics on assignments. Here’s the other piece. Quizzes are one thing and I think in your
case we’re looking at a quiz as a binary, yes, you pass or no, you fail, which is helpful
in some cases. Here’s where rubrics balance out that approach. A rubric can be added to the assignments and
you can link outcomes on to your rubric. You can have as many as you want. This is where the cross-curricular piece comes
in. This is where process standards might come
in. If you’ve got reading or writing standards
you need to include and you all should be including them, we can find those outcomes
and then we can assess it in the speed grader or in the teacher app. Here’s obsolete point number one. Also, with the question bank thing, I think
that’s now obsolete as well with the new quizzing engine, but I’ve got to take a look at that
a little more deeply. Until that updates you got to use the question
bank method. Here is a typical assignment. You’ve got your instructions. They’ve got the Google Doc, whatever they’re
doing. Give me a link when you’re done and I’ll grade
it. At the bottom there’s a little ‘plus rubric’
button. This is not in the edit screen. This is in the published screen. Down in the bottom there’s that rubric button. You can add that rubric and essentially, oh,
I missed a slide. It essentially pulls up your outcome finder
just like in the outcome alignment in your question bank. You just go through it and you find this is
standard 2.2, boom, grab it and it drops it in. Then your rubric pops up in the speed grader
for your students. This is not a student. That’s one of my colleagues, so don’t worry. I’m not giving away information that I can’t
give. This is one of our outcomes, B.5.1. It’s attached to this assignment. I can score it five, three, zero. This was in her class. Then I can leave feedback and comments and
all the other things that I want to. The great thing is, when I go to my gradebook,
those two standards are aligned differently. I may have ‘exceeds expectations’ for
B5.1 but I do not meet expectations in B5.2. Those are split out. Now when I talk with my student about this
assignment, “You’ve really got your content now but you’ve got to work on these other
things”. It changes the conversation to their deficiencies
and their skills, not so much ‘Did you do the assignment or did you not?’ Still with me? Yes ma’am. Woman 2: Is it possible to link outcomes of
freezing freeform comments or do you have to be [Inaudible] [15:03]? Brian: The question was can we link outcomes
of freezing freeform comments. When you create your rubric, you still have
this assignment comment down here, right at the bottom. I can give longer comments here. Mine are all ‘exceeds’, ‘meets’, or
‘does not meet’, just for my sanity. Then I give longer comments feedback down
here in this portion of it. Woman 2: You don’t know if you can do that? Brian: I have not checked into it. We can check it before we leave though. Woman 3: You can do that. Brian: You can do that, thank you. Audience participation. Saved. That’s right. You’ve got this box there. Well, that’s the score and then you can hit
the little comment button. Thank you. It was right in front of me. There’s a little comment button. Hit that and you can leave comments about
this particular standard. My habit, I just do it down here as I’m kind
of brain dumping on what they need to do. Good question. Other questions? [Phonetic] [15:52] Berux. Man 1: Our honest work with mastery path,
do you use that? Brian: No. I haven’t used mastery paths yet because I’m
not going to throw IT under the bus, but they haven’t turned it on yet. I need to look at that more. That’s my plan for next semester. Has anyone used mastery paths with rubrics
that can answer that question? Man 2: Yes, you can use it. Brian: Okay. I’ve heard yes, you can use with mastery paths. Is the functionality any different or the
structure any different ? Man 2: Mastery paths works on a lot of modules,
so it’s just like getting assignments. Brian: Just to repeat for the recording, mastery
path sits on the module level so the assignment level stays the same. You’d still add your rubrics and it would
link them back. Okay. Alright. Now, here’s where I get really excited. I am praying after they talked about their
six mobile app strategy. We’ve got the new Canvas teacher app, which
is great. They have this app called Magic Marker. Does anyone use magic marker? I’m about to blow your minds. I don’t say that lightly. I really am going to blow your minds. The thing that I always struggle with, does
anybody carry a clipboard in your classroom? Alright. Every single semester I get a clipboard and
I print out a grid of all my students and I keep track day to day of what’s going on. I use it to track their standards because
I had it great. This worked really, really well for formative
assessments that happened to be online or a test or an essay or whatever. I had no good way to assess them on the fly
and link it back to those standards. I always had to do it hardcopy and then sit
down at my computer on a Friday night after my wife went to bed and the kids were asleep
and I would just clink numbers in. It drove me crazy. Then I found Magic Marker. Are you ready for this? Magic Marker, it links up with your course. I can pull standards in or outcomes in from
my course. As I am talking with my students, I hope this
works, there we go. If they answer that question, I give them
a swipe up and it adds a point to that outcome. If they get that question wrong I swipe down
on their picture in my group or in our small group discussion as we are going. Standard 2.2 was just assessed for the gentleman
on the left and this young lady here, third from the left. If the whole group is talking and I can see
that they all get it, I can swipe up on the entire group and, boom, they’ve all been given
a ‘point’. I see a lot of “What?” I am terrified that they’re going to destroy
this app as they work through their mobile strategy. After we’re done I’m going to go and find
Mitch and just beg him not to get rid of this, and you all need to do the same. Yes ma’am. Woman 4: Can this only be used with groups
or can you do this with just an individual student in an individual conversation? Brian: Good question. The question was can I only use this with
groups or can I do it with individuals. You have to put students into a group, but
I don’t have to touch anyone who I’m not assessing. I might only be talking with this young lady. I almost said her name. I might be talking with her anytime and I
just pull her, I just know that she’s in group one because they all sat in the same area. The groups are arbitrary. It maxes out at eight students. I tried to put them all into one mega group
and that didn’t work. Again, across the top, I can change so that
it’s on standard 2.2 I can also swipe over on the fly to another standard. There’s another option. I have a laser pointer. Up here, everybody sees a tiny little red
dot. That’s where you pull in your outcomes that
are already in the class because it’s linked to your Canvas account that you have set up
already with steps one, two and three. Okay. Way in the back. Woman 5: Is it free? Brian: Is it free? Yes. See, okay. This connected me from here at my desk, take
your test, do your essay to just in real life as you are making mistakes and as you are
learning, I can keep track of longitudinal data that all dumps back into that outcome. It’s no longer stakes-based on that test or
that quiz. Now it’s just as we’re going. To get back to your question about rounding
out where does that 60 percent come from, maybe you just have severe test anxiety and
you’re just struggling, but here I can see that every time you answer a question, boom,
boom, you’re getting it right every time. I just override the grade. It doesn’t matter because I know that you
know what’s going on. Woman 6: Is it that it date stamps it somehow
or documents it? Sometimes you have an assignment. Brian: No. The question was does it date stamp or anything. Yes. The next piece I show you, it’s tagged as
Magic Marker and then the date so you know roughly when you were talking with your students
about whatever. Man 3: It appears in the gradebook or the
mastery gradebook? Brian: It shows up in the mastery gradebook,
in your alignments portion. Other questions about this piece of it? Woman 7: Can you assign a depth of knowledge
with it? Some of the questions, in my own documentation
I make sure that if it’s a very difficult test or piece, I wrap that [Inaudible] [20:46]
so that they’re not getting into [Inaudible] [20:48] difficulty. That’s why they’re [Inaudible] [20:50]. Brian: Sure. That’s a great question. The question was can I tag a depth of knowledge
on there so I know if they’re struggling to hit DOK3 and four but they can get DOK1 and
two, I’ve got that data. Not within the item itself. I would just make a note on the assignment
so my students see it like, “This is a DOK1 assignment, guys” and they can self-assess. Then as you’re going through up and up, they
can go back to their assignments and then even in the data now a student can go in and
look at their grades, click on the assignment where they have a lower than normal grade
and they see it’s a DOK4 and they think, “Oh Mr. Bennett, I need some help on these higher-level
questions”. That would be a great thing to include. You should all tell your people in the Instructure
shirts. I’d love that too. Other questions? Okay. That’s the bones for everything. We get our outcomes in, we tag them to question
bank, you can add them into rubrics, you’ve got Magic Marker. Now, what does this really mean? You’ve got the mastery gradebook. Does everyone use this? Alright. You have to toggle this on in your course
settings. Across the top I’ve got all of my learning
outcomes. This is a live class. That’s why all the names are blurred over
here. I’ve got my learning outcomes. If you hover over an outcome it tells you
what it is. You don’t have to memorize your numbers because
memorizing numbers is awful. It gives me the course average. Right across the bat or right at the bat I
know that 2.2 is okay and 2.3 is okay. 2.6 is right there. Again, I’m not a machine so 2.99 to me is
akin to a three. There’s a great YouTube video, by the way. Point nine nine nine nine nine is equal to
one. Go find it. It’ll blow your mind. I’m not going to say any more than that. We’re really struggling here with 2.5 and
2.8. As an instructor, I have to go back and look
at in detail what’s going on. These students, this particular student, his
case was he didn’t turn anything in for those two. That’s why he has zeros out of three. Remember the three was my cutoff at mastery. Anything above a three goes into that ‘exceeds
expectations’ range. A three, totally arbitrary 75 percent of the
time you get it right, okay, you’ve got it. You’ve got the idea. In your course, to turn this on, once you
get all this done you want to be able to use it. In your course settings, down here at the
bottom, you would just turn on your mastery gradebook, student learning mastery gradebook
and that gives you the second tab in your normal gradebook. You click on it and those outcomes populate. The Magic Marker assessments, boom, they pop
up. When you hover over it you get one of those
little cards that’s got a graph of every time you’ve assessed it, where they fell. One thing that’s really interesting, your
pattern, what you would expect. First time you do anything, would you expect
your students to be way high or way low? Way low, first experience, right? Second time, maybe a little bit higher. Third time, a little bit higher. Fourth time a little bit higher. We would love to see that nice graph. We never get the graph, but it’s okay. You get that feedback of maybe they score
way high then they score way low then they’re kind of in the middle and they’re bouncing
around like a bumblebee. You have no idea why, but it opens up that
conversation to so-and-so about, “Hey, tell me what you know about this” and I can quickly
do a formative assessment and see where they’re making mistakes. Maybe there was some impropriety that we need
to deal with if it was on a quiz. Maybe they got lucky one day. Maybe they didn’t eat that morning. There are all kinds of things that play into
this, but again, the whole idea is to get away from ‘did you do the assignment?’
to ‘did you get the idea?’ How do we turn that into something actionable? Here’s a picture of one of those cards. Hover over and it gives you a little graph
where we are. It gives you a thing, tells me how it’s calculating,
all this stuff. You can get to the alignments from there. Again, it sounds like, with some of the updates
coming this fall, that a lot of this is going to be streamlined. This is at the course level. If we teach two separate courses, our outcomes
do not align. If you get into something where maybe you’re
taking physics one and physics two at the same time, we might have corresponding standards. If they’re doing really well in my class and
not so well in another class, I don’t know that unless the teachers are talking to each
other. With the new outcomes stuff that Mitch talked
about, I would like to know if this is going to be institutional-level. The other thing that I think is going to make
a huge difference is with Gauge. Do those outcomes that you tested on institution
level, do they dump into your course level stuff? That’s another big question because at a granular
level for my student, if I can say that this person has mastered 3.5, but every time we
take a standardized assessment, if they’re pulling together they don’t get it, there’s
something we need to look at. That’s what actionable data means. If you can set it up effectively in your classroom,
and by the way, this took me two years to figure out. I started off with just quizzes all over the
place and that wasn’t getting anything effective. Hopefully you can use this to restructure
a little bit what you’re doing. Again, it sounds like they’re moving more
towards that actionable data model, which is really exciting. Keep those kinds of things in mind as you’re
going through the fall semester. I thought I saw a hand. Man 4: That decaying average that you were
just talking about there, I really like that. Did you do that yourself or is it part of
the module? Brian: No. There are four presets. When you set up your outcome you would see
this if you go into your course later. I’m not going to a session next hour because
my brain is cooked and I’m from Indiana, so like 900 feet and now we’re at 10,000 feet
so my brain’s a little bit. Drink your water. There are four presets in there. One of them is just the highest score. Whatever their highest score is, that’s what
they get. Pros and cons to that. One is the mean, so that just averages everything. One of them takes the median, so what is their
middle score. Then the decaying average is the fourth one. I like this because it puts the most weight
on the most recent test or most recent item. Hopefully the idea being that they are more
familiar with it at that point or they’re the most familiar with it at that point so
it weighs a little bit more than the others. Man 4: Can you adjust that percentage? Brian: No I can’t. Man 4: That 65 30 means… Brian: This is set up at the institutional
level because I was just playing with it. IT didn’t change it for me, but I think at
the at the admin level, I’m not a Canvas admin, but I think at that level you could change
your average to whatever you wanted it to be. Yes ma’am. Woman 8: Just to clarify, you have to attach
the outcome to [Inaudible] [27:05], not to an individual. Brian: Yes, correct. To clarify, at this point, until Quizzes Next
is released en-masse, outcomes are attached to the bank level. Now, what they showed today downstairs makes
it obsolete because it looks like you can just do it at the question level, which makes
my life way easier in one sense because if I forget I can just go to the quiz and add
the thing. I like the bank level because now I’ve got
a repository of questions that I can use anywhere. The nice thing about question banks too is
you can share them with each other. Who’s here with a team of people and you guys
teach the same thing? If you set up chapter one bank questions and
chapter two bank questions, chapter three, just share them with each other. Don’t recreate your work. There are pros and cons to both of those. Good question. Other questions? Yes sir in the back. Man 5: What’s through the parent app or
parent access can they see? Can they hover and see that little graph? Brian: Okay. The question was, what level of access do
parents have? They can see their student’s progress, the
learning mastery progress. They do not see the course progress. It’s limited because if you have a parent
in there they’re actually attached to their student’s accounts so that all they have
access to. Actually, if you go into your people in your
Canvas, they’re called a viewer. They only see their student’s data. Yes ma’am? Woman 9: Do you find that your students are
interested in this data and seeing their progress? Brian: The question was, are my students interested
in the data? Yes, and I’m not going to dive into it now
because we’re down to less than 10 minutes and I want to answer questions as much as
we can about just the structure. I use standards-based grading in my classroom. Who’s familiar with standards-based grading? Okay. Essentially, in my gradebook I use this learning
mastery to look at the content. Once they hit a mastery I have a corresponding
assignment in the proper gradebook that goes through our student information system. Once they get that assignment or that standard,
it switches to a one out of one. If they don’t have that after a certain date
it’s a zero out of one, at any point a student can reassess and flip it to a one. It’s a binary. You know it or you don’t. Here’s your granular nuanced information. That one or zero is just to really get a letter
grade out because that’s what I have to do. Your students really like this and I give
them like a 2.9. They know what they’re talking about. I’m not going to give them a zero on a 2.9,
but if there’s a student like here, this one, they’re really struggling with this. In their grade it’s reported as a zero because
they don’t have this idea yet. When we’re talking about the idea I say, “Alright,
3.7. Here we are. Let’s look at what assignments you’ve done. Oh, you’re missing three. Let’s go back and look at these” or “Here,
you struggle on the quizzes. Let’s take some other one” It opens up that
conversation, “How can you show me what you know, because that’s what I care about?” Other questions? Man 6: Would you mind putting the link? Brian: My slides again are right here. It’s that slideshow. Again, I’m going to update this today. We’re done really early because maybe I’m
just the best communicator ever and you have no questions. Tell all your friends. I’ll hang out here for a few minutes. I’ll hang out afterwards for a few minutes
if you want to. I’d love to meet some of you and talk with
you guys about what you’re doing. Let me throw my contact information up there
real fast. I’ll come back to the slides, I promise. There’s my contact information. I am on Twitter @bennettscience. Then this email goes to my entire team, not
just me. The entire team is versed in how to set this
up so if I’m not available to answer, either Wes or Kat can answer your questions as well. Feel free to email us with your questions
and say, “Hey I saw you at InstructureCon. I would love some more ideas and more help”. Thank you all very much. Have a good rest of your day. [Applause]

One Comment

Add a Comment

Your email address will not be published. Required fields are marked *