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When taking a hard look at assessment policies in schools, the most obvious question is: do the grades we assign to students truly reflect the extent of their learning? And the unfortunate answer is… probably not. In studying many of the assessment policies that teachers adopt, it becomes clear that they can actually prove detrimental to student motivation and achievement. But it doesn’t need to be this way.
In this video, we’ll see that policies can be tailored to focus on what really matters, student understanding of the content. Author and educator, Myron Dueck, and his talented colleagues at high schools in Penticton and Summerland, BC, will open a window into their classrooms as they work on figuring this out; we’ll look at how they’re revamping their assessment procedures and developing a variety of new practical strategies. As we spend time with them, we’ll address key ideas like:
We’ll visit the classrooms of teachers who strive to adjust and refine their practice on a daily basis. They’ll tell us about the successes and challenges they’ve experienced rethinking their strategies. We’ll see the effect these practices are having on students and hear what they think. And we’ll talk to students who have graduated to see how these new approaches have prepared them for college and careers beyond the classroom. Throughout, Myron will be our coach and guide, sharing lessons, anecdotes, and cautionary tales from his own experiences.
DVD Extras! The video comes with a study guide and features an additional hour of bonus material, including:
Grading Smarter, Not Harder: Assessment Strategies That Motivate Kids and Help Them Learn (2014) by Myron Dueck forms the foundation of the Smarter Assessment in the Secondary Classroom video from ASCD.
Myron Dueck is a vice-principal and teacher in School District 67 in British Columbia, Canada. He has previously taught in Manitoba and on the South Island of New Zealand. Dueck has had experience in a variety of subjects ranging from grades 3 to 12. As a teaching and administrative leader, he has been a part of district work groups and school assessment committees that have further broadened his access to innovative steps taken by others.
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