Why a No-Zeros Policy Fails

Measuring Up. Examining The No Zeros/Late Mark Policy in Assessment and Evaluation (A & E) Preamble: Should the entire system bend for the sake of a minority of students who do not have the behavioural maturity to meet basic standards?

A Better Way to Assess Students and Evaluate Schools

By Monty Neill

Most Americans agree: We need a better way to assess students and evaluate schools. The latest Phi Delta Kappa/Gallup poll found that only one out of four respondents thought the No Child Left Behind law, the current version of the Elementary and Secondary Education Act, had helped schools in their community. Even U.S. Rep. George Miller, D-Calif., an original sponsor of that legislation and the chairman of the House Education and Labor Committee, agrees that NCLB may now be, as he put it, “the most negative brand� in the Country.

Source: http://www.fairtest.org/files/better-way-to-assess-EdWeek6-18-10.pdf June 18, 2010

What's the Ministry's Current Position on A &E?

Letter from Deputy Minister of Education Ben Levin (May 14, 2009)

So where did we go wrong?

"...there could be extraordinary circumstances where marks shouldn't be deducted for ... lateness, but she [Burlington MPP Joyce Savoline] believes the kid-glove approach by the Liberals on the issue is ultimately about graduating as many students as possible. http://www.miltoncanadianchampion.com/news/article/158242

Politics aside, the question is: who's right? Or, is your Board's A & E Policy good for kids or not?

The answer? Yes and No.

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The answer is yes if we are turning education into a form of therapy that is more concerned with the emotional well-being of pupils and students than with their emancipation from student to citizen.

Again, the answer is yes if we believe that the destination is more important than the journey.

Yes it is if you want students to remain mired in adolescence.

Moving in the Right Direction: Embracing the Stakeholder Model ď Ź

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The stakeholder model as a key to sustainable development is increasingly understood and practiced.

The stakeholder model requires that all of the parties affected by management decisions must be consulted and their input considered. (Not least of which are teachers not chosen for an assessment panel.

Question: If the majority of the teaching staff OR students OR parents request an end to a no-zeros policy, would such a change be made?

Has the Democracy in Education Been Removed? Or, What is Good Education in the Age of Measurement? ď Ź

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Who knows what's best when it comes to assessing what kids know? Teachers who live in a world governed by situation and know how to measure what we value in education or by those who have moved to valuing what we measure?

Are we measuring what is educationally desirable?

A No-Zeros Board's Statements of Belief of What is Educationally Desirable 

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Public education creates a dynamic environment for learning which prepares students to face a changing world as life-long learners and informed responsible citizens.

We believe that every staff member is valuable and essential to fostering quality public education.

The board and staff share in the responsibility to model teamwork, continuous improvement and professional development.

Question: is the above credible in light of an unpopular no-zeros policy where teachers do NOT have real

The Deputy Minister's Take on What is Educationally Desirable

"School is about learning to get better."

(Levin, Ben. "Pressure to Pass" http://www.ottawacitizen.com/)

The Minister's View of What is Educationally Desirable ď Ź

The priority educational goals of the Ontario Ministry of Education are: 1. improved student achievement; 2. reduced gaps in student achievement; and 3. increased public confidence in, and support for, public education. (http://www.edu.gov.on.ca/eng/research/strategy.html)

Question: does the public have confidence in a no-zero approach to assessment?

Question: Are We Learning to Get Better? Or, Are Our Aims True?

Answer: Not if you believe that "Ideally, all valued goals of schooling should be measured and monitored." (Canadian Council on Learning) Not bothering to revisit cases such as the no-zeros policy disregards such a principle.

Just What Does the Monitoring and Measuring Tell Us? 

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More than sixty percent of high school teachers are frustrated with how students deal with deadlines (OSSTF District 27 survey) The public is losing confidence in high school education.

"Levin finishes his propagandistic missive by urging his colleagues to challenge criticisms of government policies and local practices by talking about ‘Ontario’s high standards’ and encouraging successful students to ‘share their views.’

Essentially, he is taking recourse to ‘viral’ public relations measures whereby issues are managed rather than rectified, and facts are massaged rather than openly disclosed."

Response to Levin's news release by UWO's James Côté and Jon Cowans.

The Public HAS Lost Confidence in the Way We Measure Success 

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The education system in Ontario is profoundly sick and the latest flap about promoting students who cheat, plagiarize and fail to do their work is just one symptom. (Ottawa Citizen, April 2009) What the heck does a level 4 mean? (Parent at the LDSB's meeting for parents on Wed, June 3 rd) An Edmonton Journal survey found that more than 97 percent of respondents thought a no-zero policy was a poor idea. The Edmonton Sun's survey reached the same conclusion (2012)

Bluewater Board in Trouble 

“We have a crisis,” said [Bluewater's] Vice Chair Johnstone. “I believe it has to do with public confidence in the education (provided) in this area.”

-response to local citizen's desire to have opinions regarding late penalties be listened to but are denied input

Perhaps the Bluewater Board should listen to its teachers if it won't listen to parents.

POLLARA has compiled a ‘ Public Trust Index” that measures Canadians’ trust in a variety of occupations and individuals. Every year, we ask a nation-wide sample of 1,200 Canadians to tell us how much they trust a long list of professions and people. Trust is the most powerful asset of any an individual or organization. It is a vital factor in every type of relationship, and governs our perceptions, our attitudes and our behavior.

What Else Does the Monitoring and Measuring Tell Us? ď Ź

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University professors feel their first-year students are less mature, rely too much on Wikipedia and "expect success without the requisite effort," says a province-wide survey Teachers have to redesign tests for second, third and even more chances. It's unfair to teachers, unfair to other students who completed assignments on time and unfair to the affected students themselves, who are not learning life skills such as time management and meeting deadlines

What Does the Monitoring and Measuring Tell Us? I'm in Ontario. The A&E is quite controversial and much of it is indefensible. The lack of meaningful late penalties in my board means that even the 'good' kids now just do their final assessments on their schedule. The real late penalty is the belated one they get in university when the tuition (and board) goes down the drain.

There are few surprises for us when we start to hear about those on academic probation at university or those who leave in the middle of the year. (Response to my personal post at http://teachers.net/mentors/high_school/topic9163/ 5.28.09.17.33.44.html)

What Does the Monitoring and Measuring Tells Us It means, in this part of the world (Ontario) at least, that we are producing a generation of students unprepared for life. (Andrew Cohen, Carleton University.)

Deadlines are generally firm in my Department, with extensions and dispensations granted only when there are legitimate extenuating circumstances. I think some students in first year ... struggle with this because they are not used to it. (Personal correspondence with Prof. L. Aarssen, Queen's University, who is the last person a student sees for grade appeals.)

More Monitoring: Comments regarding Caroline Orchard's 2009 Survey of fellow Ottawa Board Teachers) 

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This policy has downloaded the development of social responsibility to post secondary educational institutions.

Pedagogical theories that ignore human nature are unlikely to bear fruit.

As a business manager...if one of my employees consistently missed deadlines, I would not keep them employed. When are we going to provide our children with the life skills they require to succeed in the real world?

'So it's a little bit late? Who cares?'

Chronic lateness is grounds for dismissal under the Ontario Labour Code.

Even More Monitoring ď Ź

High school teachers are complaining about an evaluation regime that doesn't penalize students who miss deadlines, cheat on tests or plagiarize their work.

The theory is that these are behavioural problems, not academic problems, so the students should get another chance. And then another chance. And even more, if required. One need not have a PhD in human nature to know that when expectations are lowered, people will do less. The system has actually been quite successful at co-opting all the key players. As long as their children are being handed good marks, most parents are happy. Teachers are discouraged from saying what they think and are mollified with good pay and working conditions. School trustees lack power and courage. School board bureaucrats act like local spokesmen for the government, not independent-minded educators. We will always have some thinkers and innovators, but by the time our young people have spent 14 years in a system where OK is good enough and failure is wished away, we have taught them an indelible life lesson. Good luck to us. (letter to the editor, Ottawa Citizen)

Still Even More Monitoring Where is the motivation for students to strive for success when they can succeed without really trying? Students have to accept responsibility for their behaviour and lack of success, but with no consequences, why would they? Strong students will do well. The rest are not being well served by a system that does not promote success from hard work, good attendance, meeting deadlines and taking responsibility for their future.I t is time for the government to worry less about public opinion, and more about how these young people will develop into the next workforce.

Janet McGuire

The Ottawa CitizenApril 29, 2009

And Some More Monitoring ď Ź

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It's been extremely harmful to me and my fellow students. I've learned how to manipulate my teachers...by getting extensions. A deadline means nothing to me...I'm going to get a better mark. Kaly (radio phone in program) "I learned to milk the system." A caller (radio phone in program)

Monitored: A kick in the pants The Ottawa Citizen May 8, 2009 I don't think this school policy is working.

In my school, South Carleton High School, there are no penalties for assignments being handed in late, and when caught whispering answers to tests, you are simply moved to a different seat in the class.

While I don't think the system should become overly strict, it's somewhat pathetic the way it is now. I agree that some leeway should be given once in a while with late assignments. Occasionally handing something in the next day (with good reason) shouldn't mean your mark should drop drastically, but we should not be given a free ride.

For the students who consistently are late for classes (or just don't show up), don't do the work, and disrupt others, there should be serious consequences.

It may sound odd coming from a high school student, but I believe that failing some subjects could give some people the kick in the pants they need to make them step it up if they want to be successful in the real world.

This current high school policy should be changed, and teachers should be allowed to give their students the marks they truly deserve without being pressured to ensure students pass.

Ellen Belshaw, Stittsville

Monitored: What a US Academic Has to Say ď Ź

Michael Petrilli, a research fellow at Stanford University's Hoover Institution and a former U.S. Department of Education official, said he disagreed with the new grading policies; that is, not giving zeros."This is clearly about dumbing down expectations for our students," Petrilli told FOXNews.com. "Some of these children are just a few years away from being in the workforce, in college or even in the military, and in none of those environment will they be coddled like they are in these programs."Petrilli said the policy also sends the wrong message to students."If you're getting a zero, that usually means you didn't turn in the assignment or do the job correctly," he said. "All this (not giving zeros) does is create cynicism among educators and send signals to students that the education system is not serious about achievement."If anything, Petrilli said, overall standards at high schools across the country should be raised, not lowered."It does not take a lot to pass a high school course," he said. "If we have kids not meeting the standard, the answer is not to lower the standard."

State of Texas Votes to Outlaw NoFail Policy ď Ź

Texas Sen. Jane Nelson, said she is "appalled" by how many school districts won't let their teachers give students the grades they deserve on report cards, and has lead the charge to halt the practice.

Monitored: Howling in the Wilderness And in high schools, eliminating fixed deadlines for homework is but another retreat from meaningful educational standards, as reflected by rampant grade inflation, as is the "no-fail" policy at the elementary school level. Lowest commondenominator policies are the order of the day in Ontario's education system at all levels.

Richard Deaton (The Ottawa Citizen, April 30 2009)

Monitored: From the Future 

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On the positive side, we will be improving student performance to the tune of an 85 % graduation rate by 2010-2011 Question: how do the grads, parents and teachers feel about how they arrived at their destination?

Answer: lousy. Proof? Consider Cognitive Theory that says sometimes you CANNOT separate the consequences of certain actions passed on in our culture.

Reaffirming Trust: Trust a Teacher Everyone Else Does (2009) 1. Nurses 2. Pharmacists 3. Doctors 4. School Teachers 5. The Prime Minister 6. Police Officers 7. University Professors

Why The No-Zeros Policy Must Change ď Ź

The education system in Ontario is profoundly sick and the latest flap about promoting students who cheat, plagiarize and fail to do their work is just one symptom. In this province, we have a long-standing culture of educational mediocrity that is abetted by a passive public, a paternalistic government, all-knowing educrats, teachers who are afraid to speak out and parents who are mostly unwilling to demand better. (Randall Delaney, Ottawa Citizen)

Does the Answer Lie in Ken O'Connor et al?

A critique of Fifteen Fixes: A Repair Kit For Grading offers this: O’Connor substitutes the lack of researcher based references with anecdotal evidence collected during frequent seminars and newspaper interviews of which he has been a part.

[Has a school board ever tried implementing a test program for his ideas. Good science assumes we have. Especially as something as impactful on our children as this. Failing to do so in a University setting would be unconscionable.]

Some recommendations found in the book do not seem to demonstrate an understanding of the complexity of the current classroom environment. The author fails to address the topics of fairness, motivation and professional judgment while stating they are the underpinnings of grading. This lack of the understanding of practice is exemplified by statements such; “Grades are broken when they include penalties for student work submitted late.” (p. 26). The author suggests not penalizing students grades by reducing the grade however then suggests that an “A+ paper submitted several days late be recorded as an A-.”(p. 29). These statements are indicative of the confused nature of the book as the author suggests one practice, then within the same chapter offers a second contradicting suggested practice.

Does the Answer Lie in Ken O'Connor et al?

The author also fails to address how to effectively integrate behavioral outcomes in the classroom. Instead, he suggests addressing the behavior though administrative rather than teaching channels. The prescribed practice by the author does not take into account research which suggests one possible way to accomplish this is through clear indications and statements of intent with clear terminal behavior outcomes through which the students can have criterion-based assessment assigned (Mager, 1962; Norris, 2006).

The book continues to fail by not developing an effective implementation plan for the educational professional in the classroom. To further compound the problem in implementation of the “fixes”, the author often summarily separates current grading practices with proposed grading practices through semantics. This is noted in the author’s suggestion, “The fix for this is to not use extra-credit (work) or bonus points. If the student wants to get higher grades, the teacher can require them to provide “extra” evidence that demonstrates a higher level of achievement.” (p. 31).

The Answer Does NOT Lie in O'Connor With a deeper review of current research the author (O'Connor) would find that there is still considerable debate. “The analysis shows that there is no common understanding of what criteria-based means or what it implies for practice. This has inhibited high-quality discourse, research and development among scholars and practitioners.� (Sadler, 2005, p.

175).

Perhaps O'Connor Needs Revisiting..?

This sucks!

This thoroughly revised edition (April 19, 2009) includes: 

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A greater emphasis on standards-based grading practices Updated research and additions to the sections on feedback and homework New sections on academic dishonesty, extra credit, and bonus points Additional information on utilizing level scores rather than percentages Reflective exercises Techniques for managing grading time more efficiently Res ipsa loquitur?

Come Again? Or, I Thought You Were On Their Side! ď Ź

"Achievement demonstrates knowledge, skills, and behavior that are stated as learning objectives for a course or unit of instruction‌ (Oconnor, Ken. How to Grade for Learning Arlington Heights, Illinois, 1999)

Are There Options Other Than O'Connor? ď Ź

At Little Axe Middle School, Norman, Okla., under its 2008-09 ZAP (zeros aren't permitted) program, students can receive a maximum 75 percent for late assignments handed in up to two days late with a parent's signature. More than two days late? That zero is etched in red ink.

Or this model: "What's wrong with making the kid come in at lunch if they don't hand something in on time?" ď Ź

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Because it represents an advantage. The kid who didn't hand it in got more time even if it is only 50 minutes.

So, why not just tell kids that everyone is welcome to come in at lunch? Because it means the due-date is meaningless.

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Arguing that requiring students who do not submit their work on time do so at nutrition break or lunch seems incongruous with the principle that we grade what students' know and not punish them because of a behaviourial component or decision. Just how much knowledge can they demonstrate in 15 or 40 minutes? Especially if the assignment was a lengthy one.

Does the Answer Lie in Intrinsic Motivation?

Intrinsic Motivation: A Simple Answer or a Complex Subject?

From the seminal study and now a book: Talented Teenagers: The Roots of Success and Failure, comes this thought:

Intrinsic Motivation: A Simple Answer or a Complex Subject?

The chart demonstrates how even intrinsic motivation can not be enough when it comes to the 'hard subjects.' Talented Teenagers: The Roots of Success and Failure, p. 275

On the Importance of Extrinsic Motivation Mihály Csíkszentmihályi, Kevin Rathunde, Samuel Whalen, Maria Wong's award-winning research that examined hundreds of students over a period of five years offers much for even Daniel Pink to consider.

More on the Importance of Extrinsic Motivation

Still more on the Importance of Extrinsic Motivation

Question: What of Workplace Core Competencies? Or, Could the Answer Lie in Giving Marks for Work Habits?

The Learning Council of Canada's "A Review of the State of the Field of Workplace Learning: What We Know and What We Need to Know About Competencies, Diversity, elearning, and Human Performance Improvement" has concluded: Rather than simply brushing aside learning opportunities..., more attention should be given to expending our ability to communicate the value of core competencies. This includes developing a richer set of methods for demonstrating its benefits, both to the learner and to the system.

Certificates of Mastery 

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Rhode Island students are given a Certificate of Mastery (CIM) for work habits Along with the Capstone Project, the Work Habits assessments are part of students’ efforts to show their readiness to apply important skills and learning outside academic situations.

Certificates of Mastery 

The following lists describe the major skills and habits students are expected to demonstrate in work habits:

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takes responsibility for own action (own up, take charge)

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completes assignments

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group responsibility/ reliability, dependability

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perseveres in work task/consistency in performance

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contributes to team (expresses opinions, performs needed tasks, is flexible, can compromise, is tolerant of others)

Certificates of Mastery

ork habits get marks

Students must have scores of 2 to be considered passing.

Georgia Work-Ready Program In a recent initiative between the Government of Georgia and the Chamber of Commerce, students can demonstrate employability by obtaining Work Ready certification. This process measures work habits and work-related attitudes and behaviors in areas that are trainable and coachable such as carefulness, cooperation, discipline and drive. It is a four hour test and successful applicants are granted a certificate at a bronze, silver, gold and platinum level depending on evidence.

Major employers demand it.

Support for Awarding Marks for Achievement in Non-Cognitive Domains I mainly teach engineering students. I make it clear to them at the beginning of the course that their mark has 2 elements. 50% of the mark is for the actual work produced and the other 50% is based on their level of participation and behaviour in class.

R. Marshall, France N.B.: Non-cognitive aspects, including attitudes and values achievement is measured for students at the end of the collège stage in France.

On Measuring Non-cognitive Domains and the Citizenship Functions of School I think it important for schools to establish clear expectations (standards) for independent work, team work, and related capacities as well as examples of the behaviours that meet or exceed the standards. (personal communique from Charles Ungerleider Director, Research and Knowledge Mobilization Canadian Council on Learning)

On Measuring Non-cognitive Domains and the Citizenship Functions of School "Sanctions need to be in place to promote student motivation so they won't be delinquent with their work."

(Personal communication from Professor James McMillan, professor and chair of foundations of education at Virginia Commonwealth University in Richmond, Virginia, where he teaches educational research and assessment courses and directs the Research and Evaluation Track of the PhD in education program. He is also director of the Metropolitan Ed-ucational Research Consortium, a partnership of Virginia Commonwealth University and seven Richmond-area school divisions that conducts and disseminates action and applied research. His current research interests include classroom and large-scale assessment. He has recently published the third edition of Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction and edited Formative Classroom Assessment: Theory into Practice. He has authored three educa-tional research methods textbooks and published numerous articles in journals, including the American Educational Research Journal, the Journal of Educational Psychology, Contemporary Educational Psychology, and Educa-tional Measurement: Issues and Practice.)

On Measuring Non-cognitive Domains and the Citizenship Functions of School "With respect to bonus marks, there needs to be some incentive for going beyond assigned work." Prof J. McMillan (email from author)

Support for Awarding Marks for NonCognitive Domains I am of the opinion that motivation should be in part a result of at least some endeavour on part of the student. In any case there can never be a single established method for dealing with students. Responses may vary and so must the trials for improving them. Under all circumstances if the student sees his marks as the tangible result of his own labour the motivation level is sure to grow.

V. Singh, India (email to author)

Support for Awarding Marks for NonCognitive Domains Most North American medical schools recognize the importance of non-cognitive skills including assessment resulting in a pass or fail grade for such things as 'bed-side manner'.

More Support for Awarding Marks for Non-Cognitive Domains Dear Prof. Moskal: It was with great interest that I read your co-authored article entitled Scoring Rubric Development: Validity and Reliability and am hoping you might be able to answer a question for me. I ask this in hopes of better establishing a policy with regards to assessment and evaluation. When I reflected upon criterion based assessment such as those designed to "to elicit evidence of how a student will perform outside of school or in a different situation" I wondered if such measurements could include such considerations as time-management, teamwork, initiative, and the like.

Yes-- all of these are skills that are known to benefit the students once they enter the workforce (and very well documented as important) so a strong argument could be made that the have evidence for criterion related validity.

Finally, could such measurements be considered in a summative manner or should it be exclusively diagnostic or formative in nature? > If the instrument is consistent with your goals, yes-- you could use the instrument in a summative manner. Assuming you develop your rubric with small numbers indicate weak performance and large numbers indicating strong performance, a top score could indicate the attainment of a specific goal.

Personal communication from Prof Barbara Moskal Associate Director of the Center for Engineering Education Assistant Professor of Mathematical and Computer Sciences Colorado School of Mines

Why a No-Zeros Policy Needs to Change redux Once identified, talents and interests must be encouraged to develop through sustained effort.

To the extent that our schools and the wider society are embedded in a "culture of indulgence" associated with poor work habits, students who would otherwise flourish will wallow in mediocrity and have no idea that they are doing so. –

(Gladwell, The Outliers)

Because some Boards said it could be done: These documents (name withheld) will be dynamic in nature, allowing teachers to share best practices through continual investigation of new ideas, collaborative learning, and professional development. (_DSB | Secondary Evaluation and Reporting Procedures, p.1) 'Children...need the incentive of good marks...even when given for effort rather than achievement.'

-Peter Hennessy, Queens University Prof of Ed. Ret.

Guiding Principles of EduCon 2.0: 

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Our schools must be inquiry-driven, thoughtful and empowering for all members Is removing professional judgment consistent with empowerment? Absolutely NOT! Teachers must be allowed to use their professional judgment (Stiggins, Ahead of the Curve)

Why This Policy Must Change ď Ź

If a Classroom Assessment Techniques does not appeal to your intuition and professional judgement as a teacher, don't use it. (source: honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/assess-1.htm

Ontario Ministry of Education's Take on Assessment and Evaluation Student assessment and evaluation methods for this course should reflect, wherever possible, authentic practices found in the working world.

-(Course Profile Introduction to Accounting, Grade 11, Workplace Preparation, Public)

There are deadlines in life, WITH penalties. This is a fact of life. I'm sure if teachers didn't hand in grades (or have them uploaded) on time, there would be consequences. They are doing a disfavor to all students to implement such a policy. What happens at college when the professor says "no go" to a late paper? So much of our jobs as educators include educating for life, not just our subject matter.

-Personal email to author from fellow educrat at teachers.net

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As one of the most well-regarded thinkers about constructing supportive environments for youth, Karen Pittman has developed nine principles of “full investment and full involvement” for youth. One of the nine principles speaks directly to what schools must provide for “young people as recipients and as active agents in their own development.”

Schools, school districts, and state education agencies must foster increased student motivation by developing processes for listening to student voices on issues relevant to their needs and success. (Council of Chief American State School Officers)H Question: If students want late mark penalties or inclusion of other behaviour related marks shouldn't it be allowed?

What Does Victoria Park CI Know That We Don't? 

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Victoria Park CI's Consequences of Academic Dishonesty a) Use the incident as a teaching/learning opportunity. b) Give a mark of zero for the assignment/essay/test in question, as the student has not demonstrated the expectations. c) Split the mark between the students involved in the incident or determine who did the work and give a zero to the student who copied and possibly a reduced mark to the student who is the original writer. d) At the discretion of the teacher, there may be an opportunity for the student to demonstrate evidence of proper research skills and the course expectation. (http://www.victoriaparkci.com/index.php? page=schoolinfo/policies#academichonesty)

Perhaps it's this. Or could it be that they already figured this out?!

The Ontario policy on student assessment and evaluation may need some tweaking based on experience. -Lorne Rachlis (professor in the Faculty of Education at the University of Ottawa and former director of education at the Ottawa-Carleton District School Board. http://www.ottawacitizen.com/news/students+deserve+chance+success/ 1570797/story.html)

What's Wrong with Using Professional Judgement? 

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We do it everyday. We measure how well a board was crafted, the degree of effectiveness in a position paper, texture in a painting, outcomes in a debate, etc.

Ken O'Connor in How to Grade For Learning asserts that in a Standards-Based Grading System we use professional judgement.

So why can't we apply this to the situational nature of grading?

And What of Levels? 

From a recent Board's meeting with Parents (June, 2009) came these questions: −

What's a level 4 anyways? A 4+? A 4++?

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Is a level 4 in my son's class the same as a level 4 in the class next door?

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The difference between an 80 and 100 is a lot and some courses at Queen's requires a 92.

The answers were not satisfactory (personal conversations after the meeting)

• Assessment should benefit students.

– Some benefit more than others

• Teachers should be involved in designing and using the assessment system.

– I'm not.

• The assessment system should be subject to continuous review and improvement. WELL???

Why Teachers Leave the Profession •

Just over 12 percent of those who left the profession 2003-2007 cited 'assessment and evaluation policies' as a reason for dissatisfaction and subsequent exit.

Some Suggestions...  

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Levels should be for formative evaluation Late penalties should be at the discretion of the teacher The argument in favour of academic penalties is simple: they work.

Measuring the cognitive domain should be an option for grade determination The new policy should not reflect the bogus pseudo-educational theory so popular in certain jurisdictions.

My Conclusion Albert Einstein said that there is only one way we learn and that is through modeling. I submit to you that modeling is something worthy of imitation. So far, the model we have for assessment and evaluation is a model not worthy of such flattery.

Recent Additions

Isn't this about the same time zeros and late penalties were abandoned?

Let's Use Comprehensive Assessment •

In many schools, the career preparation focus starts as early as kindergarten, putting a new emphasis on such basic character issues as being on time, serving others and keeping promises. (http://www.eduguide.org/Parents-Library/Goal-Setting-and-Success-School-180.aspx)

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Let's make a connection and not a disconnect.

Let us seek to extend the skills and behaviours of adolescence and not contain it.

• We must never accept the poor preparation and lack of motivation of students as an unchangeable given.

• It is time that the evaluation of the consequences of assessment take centre stage.

• The main consequence of assessment reform is that education has not substantially improved. We do not lack evidence of that.

For a Final Word, I offer: May 1, 2010 Students caught fudging math exam

By ALYSSA NOEL, QMI Agency EDMONTON - Eleven Edmonton high school students were caught cheating on a math exam and now they won't be able to attend university until 2011, Alberta Education revealed Friday.

The students were leaked a copy of a math diploma exam by a Calgar y student who wrote the test overseas for family reasons.

That has forced the provincial government to tighten its regulations on writing exams abroad.

"Nobody anticipated anyone would do something like this," said John Rymer, executive director of learner assessment for Alberta Education. "(Historically) there had been no signs of this happening."

Each year, a handful of athletes training abroad or students who must be out of province during exam time are allowed to write the tests -- which account for 50% of a student's grade -- if they arrange a proctor, typically a teacher, and a writing centre, often at a school.

In January, the Grade 12 Calgary student wrote the exam overseas for personal reasons relating to family and, as far as Alberta Education was aware, had properly set up a place to write and an official to supervise.

After a lengthy investigation, officials say the student's proctor was actually a family member and the exams were mailed directly to the student rather than to a school.

"They would have had access to that examination a couple of days ahead of the actual writing," said Rymer.

"They scanned it and sent it via e-mail to friends here."

The sneaky plan was foiled when an Edmonton teacher was looking through the exam while students here were writing it and realized a student had asked for help the day before on a question that was on the test.

Officials interviewed more than 200 students as part of the investigation.

In the end, 11 students received a zero instead of a grade and won't be allowed to rewrite the exam until next January, preventing many of them from attending university until September 2011.

The student abroad who caused the security breach will have to rewrite all of his or her diploma exams because he or she had access to final exams on all subjects.

Alberta Education says it has tightened regulations on writing centres abroad instead of simply trusting students, as it has in the past.

Now those taking the exam from other locations will have to get pre-approval for their proctor and school so education officials here can verify the information.

Although regular cheating methods -- like sneaking notes into exams or looking over a classmate's shoulder -- are common, there have only been three security breaches like the recent case in the diploma exam's history, officials say.

Across the province in January, 42 students had their tests invalidated for cheating in a variety of ways across all subjects.

And an Update: The Hero of Zero— Lynden Dorval