Thinking about What if we disaggregated the single score? 60-60-60 #24 and reflecting…

Until I started blogging, I had never given thought to the meaning of “dashboard.” And until I read Bo’s post this evening, I’d certainly never connected how a car’s dashboard might inspire more sophisticated thinking about grades and assessment.

When I began blogging, I distinctly remember spending an inordinate amount of time figuring out how to work the dashboard of my blo. My view now, as I type this post, allows me to see that I can manipulate posts, media, links, pages, comments, feedbacks, polls, ratings, appearance, users, tools, and settings. As someone who enjoys being in control, my blog’s dashboard allows me to have significant control over my blogging experience. If I was not in control or if I didn’t have as many factors to consider, I suspect that I would be frustrated and might give up on the whole endeavor.

It’s shocking how little control we allow our students to have over how they are graded, and in essence, their own learning. We often compartmentalize their experience into subjects and numbers. English — 96. Math — 89. Art — 88. Science — 92. At Trinity, we started thinking of creating a learning profile, a dashboard of sorts, which categorized our learner’s areas for growth in the following terms: cognitive, social-emotional, physical, aesthetic, and metacognitive. Teachers of all subjects could input data and reflections into the learning profile. Students could too.

There’s some good potential there.

It could be lively dashboard indeed.


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