First I will say – what fun this is! Every time I re-read KTL, and every time I have the privilege of witnessing someone experience KTL for the first time, I feel like new insights, connections, and revelations are made. Thank you, Patrick, for taking this journey!
Now, onto my specific responses:
With regards to the book in general:
“I would recommend to people interested” –> I am curious who you think would be interested…in other words, in your opinion, who is the audience for this book? Who do you think would find it of value? And why?
With regards to accomplishment-based grading:
“Does this work most of the time or can it work in certain scenarios?” –> I will turn this (perhaps rhetorical) question back to you and ask: what do you think? Would it take a certain scenario for this particular approach to work, and if so, what do you think this scenario would be? What would help facilitate the success of an accomplish-based grading approach, and what would hinder it? I have my own thoughts and research to draw upon about the answer to your question, specifically with regards to the can it work. And I think the content in KTL provides some guidance here as well. I suspect that Paul has more expertise in terms of the research that tells us does it work. But I would like to hear more from you first!
With regards to C&L:
“What’s to stop a student from just putting no effort into the assignment?” –> Indeed. Why should they try at all? I think the chapter gave some explicit and implicit answers to this question, or rather, suggested the context or situation under which this would be more likely that they would try at all. What do you think? (For instance, I think this speaks to the “transparency, motivation, fairness” indicators, brought up in reference to Robert Pavlica’s class.)
“What if students are getting all the wrong answers? what about those on the edge of the bell curve?” –> As part of your ACASE on-boarding experience, you will have the opportunity to experience C&L firsthand, as a student would. I would be interested to circle back to your questions/comments after that and see what you have to say!
With regards to Questions about Science Research in the High School:
You asked three very important and interesting questions. I would argue that as you proceed through the book, you will have the ability to answer these questions. I do not know if there is actually one answer to them, or even a right answer to them, but I believe that based on our work, there is an ACASE answer to each of these questions…
With regards to your last paragraph:
This is an interesting and important paragraph for many reasons. I appreciate how you internalized the content, making it personal and applicable to your educational experiences. It is fascinating to me how this book inspires that type of reflection – it happened to me as well. There are two additional points that struck me in your comments here:
1) for you, the emphasis seemed to be on how this is “good” for teachers…when I re-read this chapter, I saw more this time of how it is “good” for students! I am curious – did you see anything or can you extrapolate anything to answer your own question, of why this is good for students, of how this process improves student outcomes?
2) The point you raise about getting people “on board” is a critical one. I will use the word “stakeholders” – in any educational endeavor there are most certainly many different and many levels of stakeholders. But it goes deeper than this, to a recurring theme/point not only in this book (e.g. the preface, p. 10 & 12) but in all of ACASE’s work…and you actually allude to it in your reflections here. That is the connection of assessment information (and all the processes and activities wrapped up in assessment information) to community building. What are your thoughts on that?