Problem: Getting Students to Submit SBG Formatives on Time (Issue 5: …
Problem: Getting Students to Submit SBG Formatives on Time
: Students don't understand the purpose of formatives and summatives.
RCA: Teachers/Admin don't educate them or parents as to the purpose.
RCA: Teachers don't reinforce the notion of the reward of learning over scores.
RCA: There needs to be another, equally valuable reward that students can see/appreciate/understand other than grades.
RCA: In other classes, they can do the summatives and not the formatives and still do well.
: Teachers don't understand the purpose of formatives and summatives.
RCA: Teachers need more training to understand the purpose of formatives and summatives.
RCA: Teachers need to rethink their curriculum using backwards design, thinking about the skills first and then designing formatives that build those skills, and then designing summatives that assess those skills based on what they students learn in the formatives.
RCA: Teachers need support and encouragement and time from Admin to change the way they structure their class.
RCA: Teachers currently structure their classes like they always did, around grades.
Teachers really didn't change their curriculum or design; they simply called changed "homework" to "formatives" and "tests" to "summatives" without rethinking the design of the assessments.
Teachers believe that formatives and summatives mean that students don't have to do the formatives, so they hate the structure of SBG.
: Students feel that without a grade or penalty, there's no need to submit work.
RCA: In other classes, there is no penalty if they don't do the work.
RCA: In other classes, the formatives don't lead to the summatives; formatives may be "busy work."
RCA: Students have been trained to respond to zeros and grades.
RCA: Students don't focus on the value of learning versus the scores.
RCA: In traditional classes, a zero is an instant "hit" to the student's grade/score, causing them to want to avoid a zero. With SBG, there's no corresponding penalty, other than lack of knowledge.
: Students aren't used to different forms of motivation, other than grades or scores or zeros.
RCA: Teachers have been using grades/scores for the last hundred years.
RCA: SBG is new, so although there are books on assessment, they don't tend to focus on motivation.
RCA: Students aren't used to seeing learning as a reward.
RCA: Many schools reward students for high grades at awards ceremonies, instead of on other criteria, thereby reinforcing grades as a reward.
Many schools use marketing to highlight the student's who have high GPAs and who have "high" college acceptances.
: Students and parents think that better grades and scores lead to better college acceptances.
RCA: College advisors tell students and parents that scores/grades lead to college acceptances.
RCA: Independent college advisors and prep courses advertise the importance of scores/grades to parents/students.
RCA: Many high schools rank students by grade and list college acceptances as advertising of student success at their school.
RCA: In many states, state funding for schools is tied to performance on standardized tests and college acceptances.
Issue 7: Colleges emphasize GPA and SAT/ACT Scores for acceptance.
RCA: On most college sites and on Naviance, colleges list their top acceptance rates by GPA and SAT/ACT score.
RCA: US News and World Reports ranks colleges by acceptances, mostly based on SAT/ACT and GPA scores.
RCA: Colleges care about and tout their rankings on US News and World Reports, which is mainly based on scores/grades.
RCA: It's easier to rank/sort students in the thousands of applications that colleges review by a "first-cut" method by grade/scores.
: There's no large-scale, easy to adopt method of student assessment for colleges to judge students for college acceptance, aside from GPA and SAT/ACT scores.
RCA: Scores/grades have always been used to rank students.
RCA: Using methods other than grades/scores is more time-consuming.
RCA: It's difficult to "measure" project-based learning or SBG with comparison to grades/scores.
RCA: Switching to a paper in addition to the traditional college essay is also time-consuming.
RCA: Switching to different criteria could be seen as more arbitrary.
Universities allow the professors freedom in grading structure and assessment, due to professional courtesy, as long as grades ultimately conform to traditional numerical breakdowns.
: Students submit formatives late with SBG.
RCA: Students can "get away with" late submission, since there's no penalty.
RCA: Students miss out on feedback with late formative submissions.
RCA: There's a loophole in our Student Handbook about no penalties if students don't do or are late with their formative work.
RCA: The Student Handbook is vague and confusing, so teachers frequently have different or conflicting policies on formative work.
RCA: Teachers think that they can't do anything about students not submitting work or submitting work late, even though they hate it.
RCA: Late submission encourages poor work habits.
RCA: Late submission means more "bundled" grading at the end of trimesters for teachers.