Q1: What assessments do I use?
It was then, ashamedly, that I went back to finish my grading and didn't think of this topic again. Until now...upon reading chapter two of Assessment 3.0.
To illustrate what I picked up from this part, I strongly recommend you with a group of colleagues review a student's assignment. Individually look at the teacher's guidelines and come up with a grade you think the student should receive. Then group back together and discuss how you all decided on the grades you would give the student. (If you don't get my drift, take time to honestly consider the difficulties or actually follow through with this. I, as a member of the #TTOG Facebook group, would love to hear how the discussion ended up going.)
Remember Q1 that I asked myself weeks ago (see above)? The next questions flooding my mind now are:
Q2: How much influence do my feelings and opinions have in creating and carrying out my assessments?
Q3: Would other teachers agree with me on my grading scale, rubrics, and standards?
Q4: How can I solve these conundrums with modern methods that provide authentic feedback?
I need to expose these uncertainties. Why? This is a road worth traveling. In evaluating this part of education, revamping the road will lead to greater and more beautiful destinations for the students. And it will definitely make all the difference.