Synthesis:
This chapter is about some of the questions that first time teachers might have about grading in the classroom. One of the main parts of this chapters talked about the concept of giving students 60's instead of giving them zeros. This is a topic that has sparked much debate in classroom as well as our class. It also seems somewhat contradictory because later in the book it says we shouldn't fudge grades. This is the same concept of giving a student a C+ instead of a B-.
Reflections:
This is a subject that has cause much debate and near violence in our classroom. All of the class has mixed feelings on this topic, I am usually open to new ideas, but this topic didn't make much sense to me at first. On one hand I agree with helping students out so they don't fall too far behind, but on the other I've never really agreed with giving someone something they didn't earn. This is a subject that each of us will have to decide for themselves. If it is considered practice I will probably go along with it. But I probably wouldn't do it on my own.
Thursday, April 5, 2007
Wednesday, April 4, 2007
Chapter 12
Synthesis:
We've decided that using a large grading scale can be a very bad thing because it allows teachers to fudge the numbers and add in a little extra things to make the grades say what they want them to. With a lower grading scale it's also more difficult to defend one's grading style because there is so little room for error. That's why rubrics are good because the grading scale is small and the rubric is right there for anyone to look at. This chapter is also about not using a minus sign after grades because it makes students feel like they are a "C loser" if they get a C-. This Chapter also talks about relating the material. You can't tell a kid in 8Th grade that he needs to get good grades to go to college because 9 times out of 10 they don't care about college yet.
Reflections:
We agree with making material more real to students. but this book seems somewhat contradictory in the idea that it tells us to use small grading scales so we don't fudge numbers yet a few pages later it says give students a D+ instead of an C- because it makes them feel better about them selves. WHAT DO YOU CALL THAT? Well on a place I like to call earth we call that fudging numbers to change the outcome. Not to mention not all students would rather see a D+ instead of a C-. If I were to get a C- I would say well at least I didn't get a D. As soon as you tell a student "Johnny you earned enough points for an A- on your paper but I'm going to give you a B+ so you don't feel like an A loser" that kid's head is going to explode because the human mind can only handle so much ridiculousness.
We've decided that using a large grading scale can be a very bad thing because it allows teachers to fudge the numbers and add in a little extra things to make the grades say what they want them to. With a lower grading scale it's also more difficult to defend one's grading style because there is so little room for error. That's why rubrics are good because the grading scale is small and the rubric is right there for anyone to look at. This chapter is also about not using a minus sign after grades because it makes students feel like they are a "C loser" if they get a C-. This Chapter also talks about relating the material. You can't tell a kid in 8Th grade that he needs to get good grades to go to college because 9 times out of 10 they don't care about college yet.
Reflections:
We agree with making material more real to students. but this book seems somewhat contradictory in the idea that it tells us to use small grading scales so we don't fudge numbers yet a few pages later it says give students a D+ instead of an C- because it makes them feel better about them selves. WHAT DO YOU CALL THAT? Well on a place I like to call earth we call that fudging numbers to change the outcome. Not to mention not all students would rather see a D+ instead of a C-. If I were to get a C- I would say well at least I didn't get a D. As soon as you tell a student "Johnny you earned enough points for an A- on your paper but I'm going to give you a B+ so you don't feel like an A loser" that kid's head is going to explode because the human mind can only handle so much ridiculousness.
Chapter 12
Synthesis:
We've decided that using a large grading scale can be a very bad thing because it allows teachers to fudge the numbers and add in a little extra things to make the grades say what they want them to. With a lower grading scale it's also more difficult to defend one's grading style because there is so little room for error. That's why rubrics are good because the grading scale is small and the rubric is right there for anyone to look at. This chapter is also about not using a minus sign after grades because it makes students feel like they are a "C loser" if they get a C-. This Chapter also talks about relating the material. You can't tell a kid in 8Th grade that he needs to get good grades to go to college because 9 times out of 10 they don't care about college yet.
Reflections:
We agree with making material more real to students. but this book seems somewhat contradictory in the idea that it tells us to use small grading scales so we don't fudge numbers yet a few pages later it says give students a D+ instead of an C- because it makes them feel better about them selves. WHAT DO YOU CALL THAT? Well on a place I like to call earth we call that fudging numbers to change the outcome. Not to mention not all students would rather see a D+ instead of a C-. If I were to get a C- I would say well at least I didn't get a D. As soon as you tell a student "Johnny you earned enough points for an A- on your paper but I'm going to give you a B+ so you don't feel like an A loser" that kid's head is going to explode because the human mind can only handle so much ridiculousness.
We've decided that using a large grading scale can be a very bad thing because it allows teachers to fudge the numbers and add in a little extra things to make the grades say what they want them to. With a lower grading scale it's also more difficult to defend one's grading style because there is so little room for error. That's why rubrics are good because the grading scale is small and the rubric is right there for anyone to look at. This chapter is also about not using a minus sign after grades because it makes students feel like they are a "C loser" if they get a C-. This Chapter also talks about relating the material. You can't tell a kid in 8Th grade that he needs to get good grades to go to college because 9 times out of 10 they don't care about college yet.
Reflections:
We agree with making material more real to students. but this book seems somewhat contradictory in the idea that it tells us to use small grading scales so we don't fudge numbers yet a few pages later it says give students a D+ instead of an C- because it makes them feel better about them selves. WHAT DO YOU CALL THAT? Well on a place I like to call earth we call that fudging numbers to change the outcome. Not to mention not all students would rather see a D+ instead of a C-. If I were to get a C- I would say well at least I didn't get a D. As soon as you tell a student "Johnny you earned enough points for an A- on your paper but I'm going to give you a B+ so you don't feel like an A loser" that kid's head is going to explode because the human mind can only handle so much ridiculousness.
Tuesday, April 3, 2007
Chapter 13
Abstract
This chapter was about the importance of using the differentiated approach to grading. This requires using a differentiated grade book as well. The book suggested using formative and cumulative grading scales and only formally recording the summative grade on the report card. The chapter was filled with grading tips such as color-code assignments, use topic-based grade books, and group assignments based on complexity and weight. The chapter stressed the point that the importance doesn't lie in what the student did to learn it's in the learning itself. In the end, the knowledge the student comes away with is more important then the procedure the used to get there.
Personal Reflection
We felt this chapter was useful and not as frustrating as some of the previous ones. This chapter provided solutions and didn't just bring up problems. It didn't have fairy-tale sort of answers and it felt practical to us. We liked the idea of differentiating between the summative and the formative assignments in the grade book. We also liked the idea that students needed to get from point A to point B to obtain knowledge, but what happened in between those points to aid in the final learning of information wasn't as important. We found the debate between using the mean, median, and average a little confusing. We weren't sure if the recalculations would result in more confusion and less accuracy, or not. In the end, we felt that this chapter was useful and that grading, for us, feels like it will be a trial-and-error process for us to find what works for us and our students.
This chapter was about the importance of using the differentiated approach to grading. This requires using a differentiated grade book as well. The book suggested using formative and cumulative grading scales and only formally recording the summative grade on the report card. The chapter was filled with grading tips such as color-code assignments, use topic-based grade books, and group assignments based on complexity and weight. The chapter stressed the point that the importance doesn't lie in what the student did to learn it's in the learning itself. In the end, the knowledge the student comes away with is more important then the procedure the used to get there.
Personal Reflection
We felt this chapter was useful and not as frustrating as some of the previous ones. This chapter provided solutions and didn't just bring up problems. It didn't have fairy-tale sort of answers and it felt practical to us. We liked the idea of differentiating between the summative and the formative assignments in the grade book. We also liked the idea that students needed to get from point A to point B to obtain knowledge, but what happened in between those points to aid in the final learning of information wasn't as important. We found the debate between using the mean, median, and average a little confusing. We weren't sure if the recalculations would result in more confusion and less accuracy, or not. In the end, we felt that this chapter was useful and that grading, for us, feels like it will be a trial-and-error process for us to find what works for us and our students.
Monday, April 2, 2007
Chapter 10
Abstract: This chapter is about allowing redos in the classroom. If a student needs more time to get something done, let them get it done. We're not testing how quickly they can do it, but that they master it and really learn the material. But at the same time there nees to be some guidelines, otherwise a teacher will geta ton of work on the last day of the grading period and it will be awful. Work with the students and really find a system that works for them when it coems to getting work done. Don't let them abuse the redo system, make sure students aren't taking advantage of yu as a teacher. Go over the guidelines, make sure students know exactly what is expected of them.
Reflections:
It's nice that for once we see somethign for the teacher. Putting the teacher in the best interests, you don't hear that very often, it's refreshing. I really do like the idea of allowing for redos, and it makes total sense to put somewhat of a time limit for the sanity of the teacher. The chapter was realistic and made sense. We also liked the idea of choosing if students can redo tests. If students don't study because they know they get to retake the test after seieng the questions...... no fair for the teacher.
Reflections:
It's nice that for once we see somethign for the teacher. Putting the teacher in the best interests, you don't hear that very often, it's refreshing. I really do like the idea of allowing for redos, and it makes total sense to put somewhat of a time limit for the sanity of the teacher. The chapter was realistic and made sense. We also liked the idea of choosing if students can redo tests. If students don't study because they know they get to retake the test after seieng the questions...... no fair for the teacher.
Wednesday, March 28, 2007
Assessing Chapter 14
Abstract:
This chapter discussed different report card formats. Report cards must be responsive to student’s experiences, and they must reflect differentiated practices. The objective of reporting is an accurate and developmentally appropriate rendering of mastery that is clearly communicated to students, their parents, and other educators. Report cards provide insightful knowledge of student’s growth and accomplishments. Reporting symbols provide feedback, document progress, and inform instructional decisions.
In order to prevent any misreading of a report card yet also be accurate and helpful to students, families, and educators, many school districts allow teachers to place an asterisk next to the grade indicating that the viewer of the report card should access a narrative comment. Record the higher grade. It more accurately reflects the student’s accomplishments and learning. It is therefore more useful to everyone involved. One way to create multiple categories is to identify our essential and enduring standards, objectives, or benchmarks for grading, and then provide a grade for each one. Educators should keep their report cards emphasis on the standards and personal achievement but, when doing so, communicate their rationale for such a focus to parents, and also place a comment on the report card that indicates whether the student is developing the way he or she should be.
Reflection:
This chapter discusses the format of the report card, and proper practices. I personally hated report card time because I always had horrible grades. I did not like the fact that I could get a bad grade, get punished, and continue failing. I never understood why an action plan was not created for students who had potential to fail. I know as a parent that I would be very concerned if my child came home with a failing grade. Unfortunately, a lot of students do not have proactive parents, and I did not have proactive parents. I think this is where the disconnect takes place. The teacher assumes that the parents will step up and take control of the failing grade. This does not happen and the student continues to fall between the cracks. Teachers need action plans to put in place for failing students, not comments. Comments will do nothing, they will go unnoticed. I hate to put more responsibility on the education profession; however I feel this would be an avenue to explore.
This chapter discussed different report card formats. Report cards must be responsive to student’s experiences, and they must reflect differentiated practices. The objective of reporting is an accurate and developmentally appropriate rendering of mastery that is clearly communicated to students, their parents, and other educators. Report cards provide insightful knowledge of student’s growth and accomplishments. Reporting symbols provide feedback, document progress, and inform instructional decisions.
In order to prevent any misreading of a report card yet also be accurate and helpful to students, families, and educators, many school districts allow teachers to place an asterisk next to the grade indicating that the viewer of the report card should access a narrative comment. Record the higher grade. It more accurately reflects the student’s accomplishments and learning. It is therefore more useful to everyone involved. One way to create multiple categories is to identify our essential and enduring standards, objectives, or benchmarks for grading, and then provide a grade for each one. Educators should keep their report cards emphasis on the standards and personal achievement but, when doing so, communicate their rationale for such a focus to parents, and also place a comment on the report card that indicates whether the student is developing the way he or she should be.
Reflection:
This chapter discusses the format of the report card, and proper practices. I personally hated report card time because I always had horrible grades. I did not like the fact that I could get a bad grade, get punished, and continue failing. I never understood why an action plan was not created for students who had potential to fail. I know as a parent that I would be very concerned if my child came home with a failing grade. Unfortunately, a lot of students do not have proactive parents, and I did not have proactive parents. I think this is where the disconnect takes place. The teacher assumes that the parents will step up and take control of the failing grade. This does not happen and the student continues to fall between the cracks. Teachers need action plans to put in place for failing students, not comments. Comments will do nothing, they will go unnoticed. I hate to put more responsibility on the education profession; however I feel this would be an avenue to explore.
Monday, March 26, 2007
Assessing Chapter 9
Abstract:
Teachers must do everything they can to make sure the grades depict the level of mastery attained by the student. The following is a list of the top ten practices to avoid when differentiating instruction and assessment:
1. Avoid incorporating nonacademic factors, such as behaviors, attendance, and effort, into the final grade. Do not grade on superficial matters.
2. Avoid penalizing students' multiple attempts at master. Teachers must understand that all students learn differently and at their own pace. It's important that students know that their efforts count. Let students know they can improve their status by redoing and rethinking assessments.
3. Avoid grading practice (homework). Homework is used as a practice tool, not for assessment. Announce all quizzes. Homework is unfair to impoverished students seeing they do not have the resources or tools to accurately complete the work.
4. Avoid withholding assistance with the learning when it's needed. If students need special assistance in order to be successful, provide the assitance so they can get to the same point as the other students.
5. Avoid assessing students in ways that do not accurately indicate their mastery. Projects that are used for final declarations of mastery should only be used with students who have developed the specific skills; otherwise, students who lack those skills will receive inaccurate grades.
6. Avoid allowing extra credit and bonus points. If the student falters in the demonstration of mastery with regular test items, but overcomes thos scoring losses with points from a bonus section, we have to reconsider whether the new, bonus-inflated grade really represents what the student knows and is able to do.
7. Avoid group grades. It is unfair to give the entire group of students the same grade based on one group member's performance or on the whole group's performance on a task.
8. Avoid grading on a curve. Grading on a curve is extremely distorting as a reference of mastery.
9. Avoid recording zeros for work not done. Zeros skew the grade to a point where its accuracy is distorted. Teachers using the 100-point scale who do not replace a zero with a fifty, or sixty influence all grades earned producing inaccurate grades.
10. Avoid using norm-referenced terms to describe criterion-referenced attributes. Avoid comparing students grades to one another.
Reflection:
This list offers many practices that do not work well in the classroom. It basically revolves around discussions we had while observing in schools. Most of these practices were witnessed. I am not sure that teachers are aware of the problems they cause themselves.
I honestly like number 9 because giving a zero really does distort the grade. I believe that students should have a chance to get a grade, even if it's low. Brian felt that number 9 was wrong. He feels that the zero should be counted. He believes that the student that they need to make-up work next time, and isn't fair to everyone else who had to do it.
Overall the list is insightful and really makes you think and reflect on what to do and not do in the classroom, fair or unfair.
Teachers must do everything they can to make sure the grades depict the level of mastery attained by the student. The following is a list of the top ten practices to avoid when differentiating instruction and assessment:
1. Avoid incorporating nonacademic factors, such as behaviors, attendance, and effort, into the final grade. Do not grade on superficial matters.
2. Avoid penalizing students' multiple attempts at master. Teachers must understand that all students learn differently and at their own pace. It's important that students know that their efforts count. Let students know they can improve their status by redoing and rethinking assessments.
3. Avoid grading practice (homework). Homework is used as a practice tool, not for assessment. Announce all quizzes. Homework is unfair to impoverished students seeing they do not have the resources or tools to accurately complete the work.
4. Avoid withholding assistance with the learning when it's needed. If students need special assistance in order to be successful, provide the assitance so they can get to the same point as the other students.
5. Avoid assessing students in ways that do not accurately indicate their mastery. Projects that are used for final declarations of mastery should only be used with students who have developed the specific skills; otherwise, students who lack those skills will receive inaccurate grades.
6. Avoid allowing extra credit and bonus points. If the student falters in the demonstration of mastery with regular test items, but overcomes thos scoring losses with points from a bonus section, we have to reconsider whether the new, bonus-inflated grade really represents what the student knows and is able to do.
7. Avoid group grades. It is unfair to give the entire group of students the same grade based on one group member's performance or on the whole group's performance on a task.
8. Avoid grading on a curve. Grading on a curve is extremely distorting as a reference of mastery.
9. Avoid recording zeros for work not done. Zeros skew the grade to a point where its accuracy is distorted. Teachers using the 100-point scale who do not replace a zero with a fifty, or sixty influence all grades earned producing inaccurate grades.
10. Avoid using norm-referenced terms to describe criterion-referenced attributes. Avoid comparing students grades to one another.
Reflection:
This list offers many practices that do not work well in the classroom. It basically revolves around discussions we had while observing in schools. Most of these practices were witnessed. I am not sure that teachers are aware of the problems they cause themselves.
I honestly like number 9 because giving a zero really does distort the grade. I believe that students should have a chance to get a grade, even if it's low. Brian felt that number 9 was wrong. He feels that the zero should be counted. He believes that the student that they need to make-up work next time, and isn't fair to everyone else who had to do it.
Overall the list is insightful and really makes you think and reflect on what to do and not do in the classroom, fair or unfair.
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