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Nov 20 Exit Slip

Regarding how I plan to connect my inquiry to the real world, I will most likely be implenting the assessment policies and strategies that I come across in the readings. For example, the strategy of offering retests but having students submit corrections or some sort or come to an afterschool session (or FIT time) to be able to take the retest. From the assessment course I went to on Wednesday evening, one of the main ideas was to assess the understanding at the end. Professor Kevin gave a great example where if a student was failing the class throughout the term but gets a high pass on the final, how can you possibly still fail that student (if final was worth a low %). In my own classroom, I plan to retest strategies like the one mentioned above, and have a policy where they can replace a unit test or mid term if they get a higher mark in the final to support this.
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Exit Slip Oct 16

Today in groups of 4, we made permutation poems or PH4 poems. They work by picking 4 words and then constntly mixing up the order of the words until you get back to the original order. After taking a brief look around us, the 4 words our group came up with were “plant, leaves, swallow, flies.” I personally recommended starting with this order because I hate flies haha… Not that it is an issue for these poems, but our 4 words unfortunately did not flow too well when mixed in a way such as: “swallow flies leaves plant.” One group though did have 4 words that seem to all flow at any order with the words: “I only love you.” Even at a mix where the verb comes before the two nouns, it still seemed to flow: Love only I you.” Still, if I were to create another permutation poem, I would try to have all 4 words sticks more to a theme. For example: “fear, silence, death, arise.” All these words relate to one another thus giving a good flow no matter where the verb is.
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Nov 6 Inquiry Status

Originally, my inquiry topic was how can we balance teaching for understanding vs teaching for assessment. However, after the short practicum I have had a slight change in perspective. While tests can cause stress and anxiety, it is extremely difficult to find an efficient alternative that accesses students as well as a test. With that in mind, I want to dive into more test policies and grading schemes that can help reduce the stress of students while giving just as accurate of an accessment of their learning if not better. One example is from my SA where they are given a mark based off the proficiency scale instead of a letter grade or percentage and then given the chance to correct their answers to get a bump up the scale. Alternatively, I saw another where there are retests for every test but there are no part marks given on the retest to still give incentive to do well on the main test.
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