Abstract-
This chapter looks at the two most common grading scales used in schools today, the 100-point scale and the 4-point scale. It talks about the discrepancies between the two systems, and why teachers would lean towards one over the other. It also offers a variety of other grading methods including “A, B, C, not-yet-achieved”, and “consistently, usually, sometimes, seldom.” The chapter points out that grading practices reflect what teachers believe about teaching and learning and that whatever the method is, it should always align with that teacher’s vision for differentiated instruction. In light of this idea, teachers who differentiate often find themselves tirelessly working to find the true meaning and value behind grades.
Reflection-
As a team, we would tend to lean towards the 100-point scale in my classroom. We think that if we make up a unit that assigns points to each assignment, then our class can become set up in such a way that every student can earn full credit. We would rather give points than assign letter grades. We feel that students will be more empowered to earn all of the points than to try to achieve some ambiguous letter grade. We would also feel more justified if we have given the students ample opportunities to see the points and how they are distributed. This way, we can be much fairer to every student and give them the grades they truly deserve.
Wednesday, November 28, 2007
Fair Isn't Always Equal Chapter 7
Abstract-
This chapter addresses the difficult task of grading and how different teachers approach it. It points out how many flaws there are with this system due to the fact that, as teachers, we all have different expectations, needs, wants and thoughts about student assessments and how they should be critiqued. Whether it’s for a struggling student, an overworked athlete, an ESL student, or whoever else, many teachers are guilty of adjusting grades based on their own ideas of what’s fair for each individual case. This isn’t necessarily wrong, but as the chapter poses, when is this appropriate, and how should it be done? It then makes four really strong points about assessments: effective assessments can only be occur against commonly excepted criteria, teachers can only assess accurately if they are knowledgeable about their subject, grades are subjective, therefore frequently distorted, and grades are not always accurate indicators of mastery. These four ideas sum up the difficulties teachers have with the grading process.
Reflection-
We really liked the four points mentioned above. We thought that they were really true and accurate and pretty much spoke perfectly about how flawed grades can be because of a number of factors. We don’t have any experience with grading by our own standards yet so we're curious to see how we will handle it and what our personal philosophy will be about determining grades and possibly adjusting them for certain students.
This chapter addresses the difficult task of grading and how different teachers approach it. It points out how many flaws there are with this system due to the fact that, as teachers, we all have different expectations, needs, wants and thoughts about student assessments and how they should be critiqued. Whether it’s for a struggling student, an overworked athlete, an ESL student, or whoever else, many teachers are guilty of adjusting grades based on their own ideas of what’s fair for each individual case. This isn’t necessarily wrong, but as the chapter poses, when is this appropriate, and how should it be done? It then makes four really strong points about assessments: effective assessments can only be occur against commonly excepted criteria, teachers can only assess accurately if they are knowledgeable about their subject, grades are subjective, therefore frequently distorted, and grades are not always accurate indicators of mastery. These four ideas sum up the difficulties teachers have with the grading process.
Reflection-
We really liked the four points mentioned above. We thought that they were really true and accurate and pretty much spoke perfectly about how flawed grades can be because of a number of factors. We don’t have any experience with grading by our own standards yet so we're curious to see how we will handle it and what our personal philosophy will be about determining grades and possibly adjusting them for certain students.
Wednesday, November 14, 2007
Assessing 13
Abstract:
Chapter 13 is all about grade book formats and what kind of format works best for differentiated instruction. Ken O’Connor suggests that differentiating teachers record formative assessments as well as summative; this way, teachers can track progress with accompanying “f’s” that indicate formative assessment in the grade book, and determine a final grade with those items with an “s.” The overall gist of this chapter is to make sure your grading system and grade book reflects you and the way you teach, and your students and the way they learn.
Reflection:
Our group agreed with most of the suggestions given by the author in this chapter. We all appreciated the discussion on grade book formats, because it is not something that we would have really thought about until we faced the situation. I personally am most familiar with the date format, but the other options seem interesting and may be more useful once I become more comfortable with them. Grade books should reflect our teaching styles and differentiated instruction but as Abbie said "we need to find a balance between grade books that focus on our students, but that are also set up in a comfortable and relatively easy format for us to manage."
Chapter 13 is all about grade book formats and what kind of format works best for differentiated instruction. Ken O’Connor suggests that differentiating teachers record formative assessments as well as summative; this way, teachers can track progress with accompanying “f’s” that indicate formative assessment in the grade book, and determine a final grade with those items with an “s.” The overall gist of this chapter is to make sure your grading system and grade book reflects you and the way you teach, and your students and the way they learn.
Reflection:
Our group agreed with most of the suggestions given by the author in this chapter. We all appreciated the discussion on grade book formats, because it is not something that we would have really thought about until we faced the situation. I personally am most familiar with the date format, but the other options seem interesting and may be more useful once I become more comfortable with them. Grade books should reflect our teaching styles and differentiated instruction but as Abbie said "we need to find a balance between grade books that focus on our students, but that are also set up in a comfortable and relatively easy format for us to manage."
Tuesday, November 13, 2007
Fair Isn't Always Equal Chpt. 8
Abstract:
This chapter talks about the purpose of grading, and if we should consider effort, attendance and behavoir into the equation. The chapter lists reasons given by teachers as to why give a grade. While to document progress, provide feedback, and inform structional decisions are usefull in grading the other reasons provided were not. Those were to motivate, punish, and sort students. These end up diluting the accuracy of the grade and its usefullness. It is important to use the first three to help students.
Then the chapter talks about incorporating behavoir, effort, and attendance into grading. There is an issue of these factors causing a grade to not entirely reflect the mastery of the material in the course. There is also reason to use these factors, and an example is given of a student who is an active learner, but due to issues at home, absenses occur and work assign for outside class doesnt get done. Under normal circumstances of this school that student would get an F. The teacher of this student did not agree with this however.
These are important factors to consider when grading. Though another concern is when other factors are considered in a grade, the meaning of the grade itself changes.
Reflection: These are deffinately important points to consider when grading. It seems there are reasons to support both sides. We as teachers would like to have behavoir, attendance and effort count for something positive, since they surely are a factor in failing a student. The problem then comes to how do we fairly grade our students, while still keeping the purpose of a grade and its meaning to the student, teacher, and parents?
This chapter talks about the purpose of grading, and if we should consider effort, attendance and behavoir into the equation. The chapter lists reasons given by teachers as to why give a grade. While to document progress, provide feedback, and inform structional decisions are usefull in grading the other reasons provided were not. Those were to motivate, punish, and sort students. These end up diluting the accuracy of the grade and its usefullness. It is important to use the first three to help students.
Then the chapter talks about incorporating behavoir, effort, and attendance into grading. There is an issue of these factors causing a grade to not entirely reflect the mastery of the material in the course. There is also reason to use these factors, and an example is given of a student who is an active learner, but due to issues at home, absenses occur and work assign for outside class doesnt get done. Under normal circumstances of this school that student would get an F. The teacher of this student did not agree with this however.
These are important factors to consider when grading. Though another concern is when other factors are considered in a grade, the meaning of the grade itself changes.
Reflection: These are deffinately important points to consider when grading. It seems there are reasons to support both sides. We as teachers would like to have behavoir, attendance and effort count for something positive, since they surely are a factor in failing a student. The problem then comes to how do we fairly grade our students, while still keeping the purpose of a grade and its meaning to the student, teacher, and parents?
Fair Isn't Always Equal -chapter 9
Fair Isn't Always Equal
Chapter 9
Abstract:
Chapter nine examines ten things to avoid when differentiating assessments and grading. These include the practice of incorporating nonacademic factors such as behavior into a final grade; penalizing students for multiple attempts at mastery, and grading practice homework. The author also warns teachers to avoid withholding assistance when it’s needed, to avoid assessing students in ways that do not accurately indicate their mastery, to avoid allowing extra credit and bonus points, and to avoid group grades. Finally mentioned is grading on a curve, along with giving zeros for work not handed in, and averages.
Reflection:
In thinking about such a difficult and time consuming process, this chapter offers plenty of advice for how to make grading that much less challenging and risky. First, we'll address the penalty for multiple attempts at mastery; there needs to be some incentive for students to do their work and to push themselves to gain an understanding of the topic. If they are allowed to make up homework and tests for full credit over and over again, students will take advantage of it and chaos will ensue.
As far as extra credit is concerned, as long as it is used correctly to benefit students in need, and it is not used to the point that students have the opportunity to abuse it, it should certainly implemented in the classroom. Zeros, I believe, should be recorded; students need to be held responsible for their actions. What do you tell the student that worked really hard but is simply having trouble with the content and gets a sixty on a project when his/her peer gets a sixty recorded in the gradebook because the peer simply didn't do it? Do we tell that struggling student that by putting a zero in there we're ensuring that the average isn't thrown off? It's an insult to the student that is struggling, and it's handing credit/points to a student who has yet to prove that he/she has a grasp of the concept.
Chapter 9
Abstract:
Chapter nine examines ten things to avoid when differentiating assessments and grading. These include the practice of incorporating nonacademic factors such as behavior into a final grade; penalizing students for multiple attempts at mastery, and grading practice homework. The author also warns teachers to avoid withholding assistance when it’s needed, to avoid assessing students in ways that do not accurately indicate their mastery, to avoid allowing extra credit and bonus points, and to avoid group grades. Finally mentioned is grading on a curve, along with giving zeros for work not handed in, and averages.
Reflection:
In thinking about such a difficult and time consuming process, this chapter offers plenty of advice for how to make grading that much less challenging and risky. First, we'll address the penalty for multiple attempts at mastery; there needs to be some incentive for students to do their work and to push themselves to gain an understanding of the topic. If they are allowed to make up homework and tests for full credit over and over again, students will take advantage of it and chaos will ensue.
As far as extra credit is concerned, as long as it is used correctly to benefit students in need, and it is not used to the point that students have the opportunity to abuse it, it should certainly implemented in the classroom. Zeros, I believe, should be recorded; students need to be held responsible for their actions. What do you tell the student that worked really hard but is simply having trouble with the content and gets a sixty on a project when his/her peer gets a sixty recorded in the gradebook because the peer simply didn't do it? Do we tell that struggling student that by putting a zero in there we're ensuring that the average isn't thrown off? It's an insult to the student that is struggling, and it's handing credit/points to a student who has yet to prove that he/she has a grasp of the concept.
DI/UbD -Chapter 8 synthesis
DI/UbD
Chapter 8
Abstract:
Chapter 8 discusses the difficulty teachers face when it comes to grading in a differentiated classroom. It states that if we choose to look at grades as a means of providing clear and helpful feedback to important audiences such as parents and students to further the learning process, then we are following the inherent beliefs and methods of backwards design.
Grades should reflect personal ability based on standards; they should not be based on a student's placement in comparison to the rest of the class. Grading should focus on achievement and report evidence of learning and the evidence should be a valid indicator of the student’s understanding of the learning goal. Emphasis should be placed on what students learn as opposed to when they learn it. The author goes on to discuss what should and shouldn’t be factored into the final grade: pre-assessment clearly should not be, and formative assessments should only be included now and then because their primary purpose is to provide feedback and direction.
Reflection:
We agree that students should be aware of the standards because it may help them with direction, and their grades reflect student understanding of those standards; grades should use assessments, but assessments do not, and should not, always be graded. There must always be an alternative for assessing student's learning; students learn differently, and we must remember not to grade a student relative to the rest.
We disagreed amongst ourselves on the topic of whether or not “other factors” such as effort, participation, attendance, behavior, etc., should be counted. I say that ALL OF THOSE FACTORS come into play in student achievement, especially when some of them may or may not affect the learning of peers. Meanwhile, Carrie says that there are certain things she certainly wouldn't include because those things wouldn't matter in the grand scheme of her unit, and that the grades she gives her students should reflect what she wanted them to gain from the unit.
Chapter 8
Abstract:
Chapter 8 discusses the difficulty teachers face when it comes to grading in a differentiated classroom. It states that if we choose to look at grades as a means of providing clear and helpful feedback to important audiences such as parents and students to further the learning process, then we are following the inherent beliefs and methods of backwards design.
Grades should reflect personal ability based on standards; they should not be based on a student's placement in comparison to the rest of the class. Grading should focus on achievement and report evidence of learning and the evidence should be a valid indicator of the student’s understanding of the learning goal. Emphasis should be placed on what students learn as opposed to when they learn it. The author goes on to discuss what should and shouldn’t be factored into the final grade: pre-assessment clearly should not be, and formative assessments should only be included now and then because their primary purpose is to provide feedback and direction.
Reflection:
We agree that students should be aware of the standards because it may help them with direction, and their grades reflect student understanding of those standards; grades should use assessments, but assessments do not, and should not, always be graded. There must always be an alternative for assessing student's learning; students learn differently, and we must remember not to grade a student relative to the rest.
We disagreed amongst ourselves on the topic of whether or not “other factors” such as effort, participation, attendance, behavior, etc., should be counted. I say that ALL OF THOSE FACTORS come into play in student achievement, especially when some of them may or may not affect the learning of peers. Meanwhile, Carrie says that there are certain things she certainly wouldn't include because those things wouldn't matter in the grand scheme of her unit, and that the grades she gives her students should reflect what she wanted them to gain from the unit.
Assessing Chapter 14
Abstract:
The main idea of this chapter is about adjusted or modified curriculum. It offers another way to grade students while using their progressive learning. There is mention of a slightly different way to represent a grade by using a letter and number. The letter represents their grade, and the number represents their progress over time. This will give more feedback to the student, not just showing a letter grade but telling them how they have improved their learning.
Reflection:
Giving feedback on grade as well as improvement is a good idea. This concept is supported by a good amount of students and may be prefferable to students as well. The more feedback the students have, the better off they will be. It is important to notice improvement and think about that when grading becuase some one who worked hard throughout a year and improved much deserves a good grade. If us as teacher are grading a students ability to learn material, then growth and improvement is very important.
The main idea of this chapter is about adjusted or modified curriculum. It offers another way to grade students while using their progressive learning. There is mention of a slightly different way to represent a grade by using a letter and number. The letter represents their grade, and the number represents their progress over time. This will give more feedback to the student, not just showing a letter grade but telling them how they have improved their learning.
Reflection:
Giving feedback on grade as well as improvement is a good idea. This concept is supported by a good amount of students and may be prefferable to students as well. The more feedback the students have, the better off they will be. It is important to notice improvement and think about that when grading becuase some one who worked hard throughout a year and improved much deserves a good grade. If us as teacher are grading a students ability to learn material, then growth and improvement is very important.
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