be a credible alternative (or complement) to traditional grades +
comments assessment.
- You have the ability to provide interdisciplinary review/feedback
- as suggested below, you shift the culture from one of "test-and-
grade" to "create-review-revise-publish"
- it promotes learning as a process and community-driven (parents are
directly involved)
- combined with subject matter assessments, you can start to map
student work-product to any 'testing' one does over the lifetime of
the student
- it is transparent (or could be)
Thanks for brining this up, Fred. Following this with keen interest.
Ernest Koe
On Dec 6, 2008, at 10:12 AM, David F. Withrow wrote:
> In light of Christensen and my own A.S. Neill background I'd really
> incorporate the
> parents. Changing the school culture to be more of a community
> center might well call for
> a coooperative/collaborative parent/teacher discussion of whom
> should have access to
> what. Subversive as a educational activity. But whom is subverting
> whom?
>
> David
>
> A forum for independent school educators <ISED-L@LISTSERV.SYR.EDU>
> writes:
>> David,
>>
>> Great question.
>>
>> We haven't done this so I'm just brainstorming here.
>>
>> I'd guess that in the early grades access would be controlled by the
>> appropriate authorities in the school. Students would make entries
>> with
>> their teachers. I'd think this would be very important so that
>> students
>> develop a sense of ownership/control over their portfolio. Parents
>> would
>> have read access, and could make comments. As students move up
>> through the
>> grades they would gradually take more and more control over their
>> portfolios. Appropriate authorities at the school and parents would
>> always
>> maintain access.
>>
>> Fred
>
>
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