"Grading Smarter, Not Harder" week 5: Creativity (Part 2)

Part II.  Strategies for Grading Creative Projects

Strategy #1:  Major Project Planning Sheet

Make sure all students are aware of the targeted learning outcomes for the project.   A copy of all the figures, planning sheets, tracking sheets, etc., can be found in this PDF.  Figure 5.1 is the Project Planning Sheet we are referring to here.  It is critical students don't loose site of the learning targets of the projects and the Project Planning Sheet will help them stay focused.  It is designed to facilitate a conversation between the teacher and the student working on their project.  As a general rule, Dueck often asks students to include at least 3 learning targets in a project.  Their choice which ones will be included. The central column gives students the chance to explain how they might use different types of media to meet different targets.  It also allows them to plan for maximum effectiveness.  The third column requires students to list key details and elements of the project (i.e. specific facts, sources,
arguments that demonstrate understanding).  The use of the planning sheets helps teachers assess students' projects according to the prescribed learning outcomes.  What really matters is that student effectively conveying an understanding of the topic.

Reasons why the planning sheet is effective:

1.  The students and teacher are all aware of the learning targets before the project starts.  The checkbox next to each of the prescribed learning outcomes ensures accountability by the student.  The teacher holds short conferences with each student before they begin their project.  The student's focus on the learning objectives are sustained throughout the creation of the project.

2. Prescribed learning outcomes from the foundation of the project.  

• students avoid the common trap of getting distracted by the process.

3.  Students are given the green light to have fun, explore, and invent.

4.  Teachers can grade smarter, not harder.  The Project Planning Sheet makes grading exciting, enjoyable, and effective.  It serves as a road map for each project.  Projects are unique, refreshing, and innovative so assess, not the same one over and over and over and over....you get it.  

Strategy #2:  Recognizing Creativity Without Using Grades

Not all creativity is created equally.  Here are a few ways to praise and recognize the creativity in each project that goes well beyond the learning targets and outcomes prescribed.

• supplementary comments
• school and classroom displays
• phone calls to parents
• mentions in school newsletters
• Student of the Month recognition

Just make sure you don't use grades as currency.  We aim to encourage exploration, passion, and ingenuity.

Effective because:

1.  All students are held to the same standard.

2.  All students get a chance to explore, which positively affects their behavior.  

              "Exploration is central to the authentic learning experience and encourages students to use their imagination."

3.  All learners are challenged appropriately according to their ability.  Students are free to tackle their projects in the manner most comfortable for them.  Teachers, and students, can adjust during the process.

4.  A welcoming and rewarding learning environment is created.  We build cohesion and community in the classroom and throughout the school.  Students love when their work is showcased.

Strategy #3:  Build Measurable Creativity into the Grading Process

Susan Brookhart (2010) suggests the following criteria for assessing students' use of creativity:

• Demonstration of a deep knowledge base
• Incorporation of new ideas
• Use of wide variety of sources
• Use of trial and error
• Engagement in a spirit of inquiry
• Acceptance of failure as a part of learning

Effectiveness of this strategy:

1.  Projects are designed to meet each learners' needs and abilities

• sub divide the class curriculum into two tiers.  Teachers can construct creative lessons and assignments that empower more advanced learners without frustrating their less-advanced classmates.  (see Figure 5.2, Analytic Rubric for Creativity)

2.  Creativity is presented as a learn-able attribute that is available to everyone.  

• Teachers guide the creative process with trial and error, inquiry, or research.

Strategy #4:  Ask for  Student Feedback on Tests and Use It to Inform More Creative Formatting Decisions

Test Feedback Form (Figure 5.3)

           Give to students immediately after the first test of the year.

Benefits:

1.  Student empowerment and ownership are increased.

2. The availability of range of response modes can motivate reluctant students.

• draw a response rather than write (evidence of knowledge and understanding)

3. Students can demonstrate their actual knowledge

• some students have trouble effectively communicating understanding using writing, especially ESL students.
• when drawing and speaking are allowed they can access their entire range of expression
• they are encouraged to use key terms and descriptions to help clarify

4.  The oral tradition is valued.  

• it fosters linguistic creativity and acknowledges the value of the spoken word.
• Oral Response Form (figure 5.5)
• sue shorthand notation
• list and rate each point made by student in their response.
• record them to fill out the form later
• Google Voice???

5.  Drawing responses increase engagement, confidence, and accessibility for students

          Samples task statement,  "Using sentences or labeled drawings, describe..."

                                use word to enhance and clarify drawings

6. More options allow for more accurate assessment

              "The ultimate goal is always to assess student knowledge and understanding."

Strategy #5:  Use the "I Know I am Close" Multiple-Choice Response Format to Promote Creative Thinking

This format allows students to offer 2 answers instead of just one, as long as they also provide an explanation for choosing them both (figure 5.6, 5.7)

• explanations will receive a point, a half-point, or no point.

A few reasons to use this format:

1.  Teachers gain insight into their students' answer-selection process.

2.  Multiple-choice tests become more than just guessing games.

• encourages students to use the higher-order thinking meta-cognition (thinking about thinking)

3.  The format addresses potential language barriers.

• poor readers may perform poorly if the vocabulary is too technical and difficult.  They may be able to show their true understanding if the vocabulary is adjusted for them.

4.  The format can guide revision.

• allows  students to self-identify the questions that are causing them the most difficulty

5.  The format helps identify problematic questions.

• some questions may be ambiguous in language, prompting students to offer a different, valid answer
• taking the student responses/answers can help the teacher improve how the question is worded 

6.  All learners benefit.

7.  Test anxiety and stress are reduced.