Mr. Fisher did not take the time, at the beginning of the year, to research and plan for his Social Studies class. Mr. Fisher did not understand the Program of Studies and instead of seeking advice he went ahead and planned activities he felt his students would enjoy. These activities didn't necessarily relate directly back to the learner outcomes in the Program of Study. Mr. Fisher graded his assignments, as he should have, which gave the students marks they were pleased with but again the instruction and the assessment he was using didn't support the learner outcomes. At the end of the year, Mr. Fisher used the final exam supplied by the teacher from the previous year. Unfortunately Mr. Fisher's students were unsuccessful on the final exam and their final marks reflected that. Mr. Fisher's grading issues are from his lack of planning. He should have taken the time to familiarize himself with the course content and learner outcomes. Mr. Fisher needs to understand that connecting instruction, assessment and grading to learner outcomes is of the upmost importance.
How might he resolve them?
Mr. Fisher can easily resolve his issues by seeking out guidance and advice. It sounds like he is an excellent teacher who likes to provide engaging instructional activities, Mr. Fisher just needs to take the time to tweak those activities so that they relate back to the learner outcomes. That way, when it comes time for the final exam, Mr. Fisher will have taught to the required curriculum and his students' marks on the final will be a true reflection of the intended learning.
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