For Hauptmann, nothing beats a direct conversation with children and parents, which is based on a service catalog – regardless of whether it is LFD, Pensenbuch or KDL.

Posted on May 27, 2020 by JohnMiller83

For Hauptmann, nothing beats a direct conversation with children and parents, which is based on a service catalog – regardless of whether it is LFD, Pensenbuch or KDL.

For Hauptmann, nothing beats a direct conversation with children and parents, which is based on a service catalog – regardless of whether it is LFD, Pensenbuch or KDL. “” That is an additional effort for the teacher, which is worth it. “” For him as a teacher, cooperation, the ability to argue and creativity in assessing an assessment are anyway more important than a “” messed up “” school work.

The psychologist Elfriede Wegricht claims that especially children in the first two years of school cannot do anything with numerical grades. Regarding the grading of digits towards the end of elementary school, she says: “” Children want to compare and measure themselves against others. This is of course easier with number notes. But I would definitely add a comment: How does a child behave socially, in the communicative area, is it more open or withdrawn? Children should learn whether their self-assessment coincides with the external assessment. “” Wegricht believes that a modern school must “” move away from filling children with knowledge. To learn how to move around in a society, how to solve conflicts – that would be the meaning and purpose of pedagogy in the Greek sense. “”

Fair grades required

When there are only numerical grades after elementary school, Wegricht “” demands real fairness from the teachers. The grade must be transparent, the teachers must be able to justify it. It’s about an emotionless analysis: how did you get that grade, how do you study? If you are afraid, it will also be learned. In my experience, when children have the courage to ask the teacher how they got a grade and what they need to do to improve, that is often the turning point. The teacher will help him. “”

In any case, the most important thing when assessing children is not to scratch their personality. Parents and teachers would have to separate: That’s up to you – a child that I value as a personality. And that is your performance – and you may have to change something about it.

Read news for 1 month now for free! * * The test ends automatically. More on this ▶Win true wireless earphones from JBL now! (E-media.at) New access (yachtrevue.at) 8 reasons why it’s great to be single (lustaufsleben.at) Salmon shrimp burger with wasabi mayonnaise and honey cucumber (gusto .at) In the new trend: Shock-Down – how long can the economy withstand lockdowns? (trend.at) The 35 best family series for laughing and feeling good (tv-media.at) E-Scooter in Vienna: All providers and Prices 2020 in comparison (autorevue.at)

Comments

Login Connect with Facebook Oliver Lill Tue, Sep 13th 2016 11:57 am report reply

First there is nothing more ambiguous than notes!1 2 3 help me essay So that a note can be fair and unambiguous, it must also be justified. If this were the case, however, you could just give reasons without grades. In addition, my experience is that an alternative assessment goes into much more detail and that the parents also question it more and thus have a better picture of the performance.

Rigi999 Sat., Sep 10th. 2016 13:20 report reply

Total bullshit !!! People have no idea about the practice and they make laws !!! A scandal!! This further supports laziness and keeps the population stupid so that the superiors can do what they want !!!!!

Elgar M. Zeisel Sat, Sep 10th 2016 9:09 am report reply

Grades are clear. When you write an assessment, a new secret language is invented again, as in the case of official certificates, where a grade of 1-5 is easily assigned with a few standard formulations. “” Has tried very hard … “”. So the whole discussion is pointless. With Bridge, too, you have a clear message that is difficult to understand for outsiders.

Page 1 of 1  

Even at the beginning of school, many parents have to deal with the piece of paper that their children will be given at the end of the semester: the certificate. In the first years of primary school, numerical grades are only the absolute exception.

Take Vienna as an example: According to information from the city school council, only 20 to 30 of the 230 primary schools in Vienna write firsts, twos and possibly worse in the first years of school. All other schools are now using alternative forms of assessment. Usually there are grades only in the fourth grade, because this certificate is ultimately relevant for admission to secondary schools. The various alternative assessment methods are often confusing for parents who are new to school.

Wolfgang Gröpel from the Vienna City School Board explains what is hidden behind “” KDL “”, “” Pensenbuch “” and “” LFD “”.

What do the terms KDL and LFD mean?

KDL stands for “” commented direct service template “”;

The “” Learning Progress Documentation “” (LFD) works in a very similar way. Each child receives an individual learning target folder. The teacher regularly notes what the child can already do and what still needs to be practiced. Here, too, the result is discussed with the parents. And: The child should also assess for themselves where they think they are. The work book is even more delicate. This not only sets out the general goals of the learning plan, but also detailed goals for each child. Here, too, the children should learn to assess their performance. Instead of a numerical certificate, there is an interview with teachers, parents and children at least once per semester.

“In the background of all these forms of assessment is the transparency of the acquisition of knowledge and skills,” explains Wolfgang Gröpel from the City School Board. Everyone – teachers, children and parents – should pull together. The children have a year ahead of them and know what they should be able to do in the end. “”

Verbal assessment is still common practice in some schools, but educationally but not up to date. The children get a certificate twice a year in which more or less meaningful sentences like “” You have made great progress in arithmetic “” or “” If you would stick to our class rules even more, you could find “”.

“Nobody needs grades. They make the kids sleepless nights ”

Markus Hauptmann is an elementary school teacher and lets his experiences with schoolchildren, parents and colleagues flow into his cabaret programs on the subject of schools (check out on September 28 at “” Highlights from the school “” in Vienna’s Orpheum). He has experience with alternative forms of assessment and is still wondering. “” The parents’ first sentence afterwards is regularly: What grade would that be now? “” His opinion on grades is very clear: “” Nobody needs grades. They make the kids sleepless nights, they are terrified of schoolwork. You could basically break the assessment down to ‘done’ or ‘not done’. “”

For Hauptmann, nothing beats a direct conversation with children and parents, which is based on a service catalog – regardless of whether it is LFD, Pensenbuch or KDL. “” That is an additional effort for the teacher, which is worthwhile. “” For him as a teacher, cooperation, the ability to argue and creativity in an assessment are anyway more important than a “” messed up “” school work.

The psychologist Elfriede Wegricht claims that especially children in the first two years of school cannot do anything with numerical grades. Regarding the grading of digits towards the end of elementary school, she says: “” Children want to compare and measure themselves against others. This is of course easier with digit notes. But I would definitely add a comment: How does a child behave socially, in the communicative area, is it more open or withdrawn? Children should learn whether their self-assessment coincides with the external assessment. “” Wegricht believes that a modern school must “” move away from filling children with knowledge. To learn how to move around in a society, how to solve conflicts – that would be the meaning and purpose of pedagogy in the Greek sense. “”

Fair grades required

When there are only numerical grades after elementary school, Wegricht “” demands real fairness from the teachers. The grade must be transparent, the teachers must be able to justify it. It’s about an emotionless analysis: how did you get that grade, how do you study? If you are afraid, it will be learned. In my experience, when children have the courage to ask the teacher how they got a grade and what they need to do to improve, that is often the turning point. The teacher will help him. “”

In any case, the most important thing when assessing children is not to scratch their personality. Parents and teachers would have to separate: That’s up to you – a child that I value as a personality. And that is your performance – and you may have to change something about it.

Read news for 1 month now for free! * * The test ends automatically. More on this ▶Win true wireless earphones from JBL now! (E-media.at) New access (yachtrevue.at) 8 reasons why it’s great to be single (lustaufsleben.at) Salmon shrimp burger with wasabi mayonnaise and honey cucumber (gusto .at) In the new trend: Shock-Down – how long can the economy withstand lockdowns? (trend.at) The 35 best family series for laughing and feeling good (tv-media.at) E-Scooter in Vienna: All providers and Prices 2020 in comparison (autorevue.at)

Comments

Login Connect with Facebook Oliver Lill Tue, Sep 13th 2016 11:57 am report reply

First there is nothing more ambiguous than notes! So that a note can be fair and unambiguous, it must also be justified. If this were the case, however, you could just give reasons without grades. In addition, my experience is that an alternative assessment goes into much more detail and that the parents also question it more and thus have a better picture of the performance.

Rigi999 Sat., Sep 10th. 2016 13:20 report reply

Total bullshit !!! People have no idea about the practice and they make laws !!! A scandal!! This further supports laziness and keeps the population stupid so that the superiors can do what they want !!!!!

Elgar M. Zeisel Sat, Sep 10th 2016 9:09 am report reply

Grades are clear. When you write an assessment, a new secret language is invented again, as in the case of official certificates, where a grade of 1-5 is easily assigned with a few standard formulations. “” Has tried very hard … “”. So the whole discussion is pointless. With Bridge, too, you have a clear message that is difficult to understand for outsiders.

Page 1 of 1  

Even at the beginning of school, many parents have to deal with the piece of paper that their children will be given at the end of the semester: the certificate. In the first years of primary school, numerical grades are only the absolute exception.

Take Vienna as an example: According to information from the city school council, only 20 to 30 of the 230 primary schools in Vienna write firsts, twos and possibly worse in the first years of school. All other schools are now using alternative forms of assessment. Usually there are grades only in the fourth grade, because this certificate is ultimately relevant for admission to secondary schools. The various alternative assessment methods are often confusing for parents who are new to school.

Wolfgang Gröpel from the Vienna City School Board explains what is hidden behind “” KDL “”, “” Pensenbuch “” and “” LFD “”.

What do the terms KDL and LFD mean?

KDL stands for “” commented direct service template “”;

The “” Learning Progress Documentation “” (LFD) works in a very similar way. Each child receives an individual learning target folder. The teacher regularly notes what the child can already do and what still needs to be practiced. Here, too, the result is discussed with the parents. And: The child should also assess for themselves where they think they are. The work book is even more delicate. This not only sets out the general goals of the learning plan, but also detailed goals for each child. Here, too, the children should learn to assess their performance. Instead of a numerical certificate, there is an interview with teachers, parents and children at least once per semester.

“In the background of all these forms of assessment is the transparency of the acquisition of knowledge and skills,” explains Wolfgang Gröpel from the City School Board. Everyone – teachers, children and parents – should pull together. The children have a year ahead of them and know what they should be able to do in the end. “”

Verbal assessment is still common practice in some schools, but educationally but not up to date. The children get a certificate twice a year in which more or less meaningful sentences like “” You have made great progress in arithmetic “” or “” If you would stick to our class rules even more, you could find “”.

“Nobody needs grades. They make the kids sleepless nights ”

Markus Hauptmann is an elementary school teacher and lets his experiences with schoolchildren, parents and colleagues flow into his cabaret programs on the subject of schools (check out on September 28 at “” Highlights from the school “” in Vienna’s Orpheum). He has experience with alternative forms of assessment and is still wondering. “” The parents’ first sentence afterwards is regularly: What grade would that be now? “” His opinion on grades is very clear: “” Nobody needs grades. They make the kids sleepless nights, they are terrified of schoolwork. You could basically break the assessment down to ‘done’ or ‘not done’. “”

For Hauptmann, nothing beats a direct conversation with children and parents, which is based on a service catalog – regardless of whether it is LFD, Pensenbuch or KDL. “” That is an additional effort for the teacher, which is worthwhile. “” For him as a teacher, cooperation, the ability to argue and creativity in an assessment are anyway more important than a “” messed up “” school work.

The psychologist Elfriede Wegricht claims that especially children in the first two years of school cannot do anything with numerical grades. Regarding the grading of digits towards the end of elementary school, she says: “” Children want to compare and measure themselves against others. This is of course easier with digit notes. But I would definitely add a comment: How does a child behave socially, in the communicative area, is it more open or withdrawn? Children should learn whether their self-assessment coincides with the external assessment. “” Wegricht believes that a modern school must “” move away from filling children with knowledge. To learn how to move around in a society, how to solve conflicts – that would be the meaning and purpose of pedagogy in the Greek sense. “”

Fair grades required

When there are only numerical grades after elementary school, Wegricht “” demands real fairness from the teachers.