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.
Subscribe to:
Comments (Atom)