I was told yesterday afternoon that someone who made the trip from here to where I work needed 5.5 hours to get there. Considering the added overnight accumulation of snow...opportunity for ice to form...and lack of plowing since yesterday, I'm going to stay put today. Yes, again. If I thought it would do any good, I would shake my tiny fist at the sky and say "Uncle!"
One of my major projects today is to work on some staff development materials for a group I'm working with in early January. Part of the focus that afternoon is to shape some ideas around "How much evidence is enough to convict a student of learning?"
I'm not thinking that there is one answer to this question, but I am still interested in how we make that decision. Even if you're not into using best practices in grading, a teacher is still making a determination about how many quizzes to give...activities to use...tests...and so forth for a particular unit of learning. What sort of "rules" do you apply when planning to assure/fool yourself into thinking you will be able to collect sufficient evidence?
This leads into a follow-up question about "How many students at mastery are enough so that you can move on to the next unit of learning?" In a perfect world, the answer is "all of them." In the real world of the classroom, we have some sort of cutoff point in mind. Is 80% enough (as RtI would suggest) and then we remediate the rest? Is a lower percentage acceptable? I don't know that many secondary teachers have thought about this particular question. For whatever reason, we are conditioned to finishing a unit and then, Damn the torpedos, full speed ahead!, even if most of the class can't meet the standards. We are more slaves to our ideas of pacing than student learning. So, in the era of No Child Left Behind---let's get real for a minute---how many is acceptable to leave behind (and hope to pick up later)?
Personally, I enjoy pondering these sorts of open questions; however, most teachers do not the luxury of time and headspace to do so. Therefore, many of the teachers I will see in early January will want some framework for the answers to these questions. I will have to think some more about any guidance I can provide, but perhaps you have some ideas of your own to share?