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Re: Gradebook development
On Sat, Nov 14, 1998 at 07:12:44PM -0500, EAMorical@aol.com wrote:
> understand how computers are being used in the K-12 schools. Next, I believe
> in the top down approach which is simply working from the top down. For
> example, I would look at the entire range of software that the teacher could
> use for administration not just the gradebook program. Then one can look at
> how the gradebook program fits into the whole picture. This way one sees the
OK, here goes:
Range of software: modular self-paced courseware (like
CCC,Plato,Pathfinder), large data-banks of questions/answers
convertible to paper tests, web tests, text-terminal tests, and
pictorial assessments (automatically updating markbook),
supermemo-like (http://www.supermemo.com) neurologically
optimized reviewing tools, clever typing tutor, school/mentoring
scheduling software, grammar and style checkers (GNU's diction
program?), and an efficient learning style assessment program
that would propose appropriate learning activities for given
PLOs (prescribed learning outcomes) and finally, a huge range of
curriculum-matched learning activity programs for all subjects.
database: The database should automatically or semi-automatically record the
results and/or log the use of all the above program ...
providing a clear picture of how the student is doing to the
stakeholders.
gradebook: really just a manual data input accessory (though currently very
popular, I think it will decrease in popularity as teachers
switch to email filters and other semi-automated assessment
ideas, and the long slow paradigm shift to mastery-based
learning continues. (that means that instead of worrying about
percents, teachers will certify that a student has mastered a
given PLO (prescribed learning outcome) much like badges in
Scouts/Guides.
User Interface: text based version for teachers/students/countries stuck
with older equipment, Gnome/GUI version for those who are not.
(both versions continuously updated simultaneously)
Bruno