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.
Showing posts with label assess. Show all posts
Showing posts with label assess. Show all posts
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.
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.
Monday, November 12, 2007
Assessing 11
Abstract:
Chapter 11 discusses the six major issues concerning grading. One of the big issues is whether to give an zero for work not done or a 60. The author's argue that giving a 60 instead of a zero is a more fair assessment of student understanding. It argues that if every other letter grade has a ten point grade window, then why does an F have fifty points within it?
Reflection:
Our group had many different points of view regarding this chapter. For example, I agree with not giving students zero on work they don't hand in. My mentor teacher gives out 60 points for work thats not handed in and it seems to wokr out well. Carrie doesn't agree with the 60 instead of zeros, she believes that a students that does zero work should recieve zeros.
Chapter 11 discusses the six major issues concerning grading. One of the big issues is whether to give an zero for work not done or a 60. The author's argue that giving a 60 instead of a zero is a more fair assessment of student understanding. It argues that if every other letter grade has a ten point grade window, then why does an F have fifty points within it?
Reflection:
Our group had many different points of view regarding this chapter. For example, I agree with not giving students zero on work they don't hand in. My mentor teacher gives out 60 points for work thats not handed in and it seems to wokr out well. Carrie doesn't agree with the 60 instead of zeros, she believes that a students that does zero work should recieve zeros.
Sunday, November 11, 2007
Assessing Ch. 10
Abstract:
This chapter is devoted to setting up a system for teachers to be able to allow students to redo assignments. This privilege is often subjectively given by teachers and can end up being very unfair to students, and risky to teachers. Thus, this chapter offers some advice to teachers on how to solve this problem and avoid all of the consequential negativity. Involving parents in the "redo" and changing the assignment the second time around are two of the major things to consider. It also suggests that teachers have students complete a time-line for completion of the assignment, as well as have them hand in the original assignment for consideration in the overall grading process.
Reflection:
As a group, we all agreed that this chapter offers invaluable advice which could potentially keep us from being taken advantage of by students and teachers. We feel that the more comfortable we can become with our own beliefs and ideas about our own systems, the more prepared we will be to handle situations like this. We all seem agree with this chapter about making rules (about redoing work) clear from the beginning so that there can be no conflicts about it. It has always been obvious that the teachers who have taken time to make their rules and systems are the ones who firmly believe in them and end up having no issues surrounding them.
This chapter is devoted to setting up a system for teachers to be able to allow students to redo assignments. This privilege is often subjectively given by teachers and can end up being very unfair to students, and risky to teachers. Thus, this chapter offers some advice to teachers on how to solve this problem and avoid all of the consequential negativity. Involving parents in the "redo" and changing the assignment the second time around are two of the major things to consider. It also suggests that teachers have students complete a time-line for completion of the assignment, as well as have them hand in the original assignment for consideration in the overall grading process.
Reflection:
As a group, we all agreed that this chapter offers invaluable advice which could potentially keep us from being taken advantage of by students and teachers. We feel that the more comfortable we can become with our own beliefs and ideas about our own systems, the more prepared we will be to handle situations like this. We all seem agree with this chapter about making rules (about redoing work) clear from the beginning so that there can be no conflicts about it. It has always been obvious that the teachers who have taken time to make their rules and systems are the ones who firmly believe in them and end up having no issues surrounding them.
Thursday, September 27, 2007
Assess Chapter 6
Name: Group 2 Date: 9/27/07
Abstract:
Chapter six lends some great ideas for creating good versus bad test questions. Mixing traditional and non-traditional along with forced choice and constructed response questions is the key to creating good assessments. The overall goal is to make students think, not just memorize information for exams.
Reflection:
Overall our group thought the tactics and strategies suggested in this chapter were helpful in determining what kind of assessment is best to use. We also agreed with the fact that using double negatives and trick questions will just confuse the students rather than assess their learning. In class the discussion about extra credit brought up many good points. If you are going to allow a student to do extra credit work, make sure it is relevant to the unit. If they are just doing fluff assignments or assignments that have no relevance to the subject there is not incentive for them to learn the material.
Abstract:
Chapter six lends some great ideas for creating good versus bad test questions. Mixing traditional and non-traditional along with forced choice and constructed response questions is the key to creating good assessments. The overall goal is to make students think, not just memorize information for exams.
Reflection:
Overall our group thought the tactics and strategies suggested in this chapter were helpful in determining what kind of assessment is best to use. We also agreed with the fact that using double negatives and trick questions will just confuse the students rather than assess their learning. In class the discussion about extra credit brought up many good points. If you are going to allow a student to do extra credit work, make sure it is relevant to the unit. If they are just doing fluff assignments or assignments that have no relevance to the subject there is not incentive for them to learn the material.
Wednesday, September 26, 2007
Assess Chapter 4
Name: Group 2 Date: 9/27/07
Abstract:
Chapter four focuses on three forms of assessment, portfolios, rubrics, and student self-assessments. Portfolios are proven to be an efficient way to track a student’s learning over time, as opposed to the snapshot view of a test or quiz. Rubrics are another type of assessment; they are used to focus learning and assess student achievement. They are complex and difficult to construct, but the authors give a step-by-step guide to creating a rubric; they also provide a couple resources that may come in handy. Student self-assessments are very effective in their own right, giving students a time to review the work they’ve done and the progress that they’ve made. They also allows teachers to have feedback from students on how they’ve succeeded and what they could improve in the future. All three of these assessment forms have a place in the classroom at one time or another.
Our group seemed to generally gravitate towards portfolios, as they seem to establish the most in depth and long term assessment of a student. Most of us felt that we had already heard of most of what was in this chapter, but that we now have a much better understanding of the ideas, and from the perspective of a teacher. For the most part, we weren’t fond of rubrics, whether it was because they are a lot of work, or because they seem like a really impersonal way of grading our students. We also all agreed that student self assessments are important to the classroom and that we will probably use them as much as possible.
Fair Isn't Always Equal -chapter 5
Fair Isn't Always Equal
Chapter 5
Abstract:
Chapter 5 explains how to tier assessments based on students' understanding of the subject. The author suggests that we have the starting layer, or the minimum expectation, be the standard towards which we are striving; from there, we can adjust the difficulty of the assignment up or down depending on the need of the student. The chapter stresses that for early-readiness students, you don’t give them an excuse not to do the work or dumb the subject down. Instead, have them complete the same amount of work, but have them focus on smaller amounts of information at one time.
The author goes on to give several approaches to tiering: tic-tac-toe boards; learning contracts, learning menus, cubing, summarization pyramids and R.A.F.Ts. Each one gives students a limited amount of leeway in terms of choosing how he/she will demonstrate mastery of the subject.
Reflection:
Most of us found this chapter enlightening; we were all unaware that tiering and the several ways to go about it existed. We all liked that we now know how to offer "opportunities for advanced students to excel and for those students who are behind, to develop those rote skills they are missing," as Carrie put it. This approach of giving them choices also keeps everyone interested and on task, while doing the same amount of work.
As this chapter added still more templates and approaches to differentiation, we all seem slightly overwhelmed by everything that's been thrown at us, but after the first year or so it will all be second-nature.
Chapter 5
Abstract:
Chapter 5 explains how to tier assessments based on students' understanding of the subject. The author suggests that we have the starting layer, or the minimum expectation, be the standard towards which we are striving; from there, we can adjust the difficulty of the assignment up or down depending on the need of the student. The chapter stresses that for early-readiness students, you don’t give them an excuse not to do the work or dumb the subject down. Instead, have them complete the same amount of work, but have them focus on smaller amounts of information at one time.
The author goes on to give several approaches to tiering: tic-tac-toe boards; learning contracts, learning menus, cubing, summarization pyramids and R.A.F.Ts. Each one gives students a limited amount of leeway in terms of choosing how he/she will demonstrate mastery of the subject.
Reflection:
Most of us found this chapter enlightening; we were all unaware that tiering and the several ways to go about it existed. We all liked that we now know how to offer "opportunities for advanced students to excel and for those students who are behind, to develop those rote skills they are missing," as Carrie put it. This approach of giving them choices also keeps everyone interested and on task, while doing the same amount of work.
As this chapter added still more templates and approaches to differentiation, we all seem slightly overwhelmed by everything that's been thrown at us, but after the first year or so it will all be second-nature.
Tuesday, September 25, 2007
Assessing and Grading Chapter 3
Abstract:
Chapter three emphasizes the importance of pre-assessment, and explains the difference between successful and substantive assessment. The chapter mentions that it is important to keep students aware of the expectations and an outline of the material to be covered. Pre-assessing is importat so teachers can adjust their lessons if needed and to optimize learning for students. This allows teachers to reflect on their work and can make plans for future lessons. Something very important about assessing is it should be done regularly. As mentioned in the chapter, an album provides much more information than a snapshot.
Reflection:
Each member of the group has had his or her own experience with assessment. Whether our schools/teachers valued assessments or not, after reading this chapter we can see how important it was or would have been for us to review our progress through the year. Another important point brought up is for teachers to avoid "fluff" information, and for a goal we should start with the end in mind.
Chapter three emphasizes the importance of pre-assessment, and explains the difference between successful and substantive assessment. The chapter mentions that it is important to keep students aware of the expectations and an outline of the material to be covered. Pre-assessing is importat so teachers can adjust their lessons if needed and to optimize learning for students. This allows teachers to reflect on their work and can make plans for future lessons. Something very important about assessing is it should be done regularly. As mentioned in the chapter, an album provides much more information than a snapshot.
Reflection:
Each member of the group has had his or her own experience with assessment. Whether our schools/teachers valued assessments or not, after reading this chapter we can see how important it was or would have been for us to review our progress through the year. Another important point brought up is for teachers to avoid "fluff" information, and for a goal we should start with the end in mind.
Assessing & Grading Chapter 1
Abstract:
Chapter one talks about the idea that some students have special needs and need a different style of instruction. This can allow each student to learn material in a way they feel comfortable. Teachers must find a medium between an overal structured lesson and individual instruction. Reading this chapter also gave some insight to real world situations where this form of instruction can help.
Reflection:
A common issue with this chapter was knowing exactly where the line is between differentiation and what may be seen as privelaged instruction. It is difficult to determine how to deal with other students and parents who may wonder why certain students get different instruction. It would be important to be able to support our techniques.
Chapter one talks about the idea that some students have special needs and need a different style of instruction. This can allow each student to learn material in a way they feel comfortable. Teachers must find a medium between an overal structured lesson and individual instruction. Reading this chapter also gave some insight to real world situations where this form of instruction can help.
Reflection:
A common issue with this chapter was knowing exactly where the line is between differentiation and what may be seen as privelaged instruction. It is difficult to determine how to deal with other students and parents who may wonder why certain students get different instruction. It would be important to be able to support our techniques.
Monday, September 24, 2007
Fair Isn't Always Equal -chapter 2
Fair Isn't Always Equal
Chapter 2
Abstract:
Chapter 2 examines what mastery truly is and the various ways to measure it. The author suggests the six facets of understanding as true demonstrations of mastery; he also points out that observation (of students) is a useful tool. A student is said to have mastered a topic when he/she can make assertions and back them up with evidence; infer and analyze cause and effect, and explain how he/she arrived at the conclusions/answers he/she did.
The author goes on to explain how to determine what information is actually important for students to master; he gives several sources that would prove useful in the teacher's quest to determine what is important.
Reflection:
Andrew pointed out that knowing what information is important, and how to measure the understanding, or mastery, of our students is crucial; this chapter helped to bring it all together. The six facets of understanding appeared again, and again we are reminded of their importance to our success and our students' success.
The list of resources is one to keep in mind, where we are all new teachers and will need to access this support system in the near future.
Chapter 2
Abstract:
Chapter 2 examines what mastery truly is and the various ways to measure it. The author suggests the six facets of understanding as true demonstrations of mastery; he also points out that observation (of students) is a useful tool. A student is said to have mastered a topic when he/she can make assertions and back them up with evidence; infer and analyze cause and effect, and explain how he/she arrived at the conclusions/answers he/she did.
The author goes on to explain how to determine what information is actually important for students to master; he gives several sources that would prove useful in the teacher's quest to determine what is important.
Reflection:
Andrew pointed out that knowing what information is important, and how to measure the understanding, or mastery, of our students is crucial; this chapter helped to bring it all together. The six facets of understanding appeared again, and again we are reminded of their importance to our success and our students' success.
The list of resources is one to keep in mind, where we are all new teachers and will need to access this support system in the near future.
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