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Edutopia. Fair Isn't Always Equal: Three Grading Practices to Avoid. By Rick Wormeli Many conventional grading practices undermine students’ learning and our system of schooling. If you’re like me, you’ll recognize some of these grading don’ts from your current practices or from those you used earlier in your career. This is okay: It’s hard to know everything in our field, particularly when we are new to teaching.

Once we realize our mistakes, however, we must work to fix them. We all know that if we expect to maximize student learning, we must provide helpful feedback, document progress, and inform our instructional decisions with relevant student performance data. Grades are a significant part of that data, and we must do everything we can to make sure the grades reported for evidence are accurate renderings of mastery. This requires us to critically examine some commonly accepted but often inappropriate grading practices and make necessary changes with genuine urgency. 1. Is this fair? 2. Let’s stop here and assess everyone who is reading this article. 3.

Se connecter à Facebook. Grade Interviews. Over the last two years, I’ve moved further and further away from traditional grading. I’ve blogged about grading for mastery of skills instead of the accumulation of points and ditching my traditional grade book in favor of an ongoing assessment document. I identify target skills and assess these critical skills over the course of the grading period.

Instead of spending hours grading assignments designed to help students develop these skills, I limit my energy to providing feedback in class as they work and grading the actual assessments–exam, essay, performance task. Students, however, are given class time to look through their body of work each week and reflect on their developing skill set and what the quality of their work reveals about their journey towards mastering those skills. Grade Interviews Then as grade reporting approaches, I sit down with every single student for a grade interview. They begin with a claim. If I counter, then the student gets a rebuttal. Try a Simple Speaking Assessment to Close the Semester - Teaching for the Whole Story. The mid-point of the school year is almost here for most of us, and it's a special time. There is a combined sense of fatigue and a tad of excitement at the chance to start again. For many schools, it's almost time to close out the semester and finalize grades.

The grading load can be overwhelming for teachers, and students feel the pressure as well. Around the end of the semester, I like to use a simple speaking activity that accomplishes several things at once: Brings the class together to review and take stock of our learning this yearGives us a chance to learn about each other's thinkingBreaks the tediousness of quiet seat work that characterizes most of a students' dayProvides students a chance to practice public speakingProvides me with an opportunity to assess students' spoken expressionDoes not create another paper I need to grade after school (!) Emphasizes authentic learning and connecting concepts from class to the rest of our lives The activity goes like this: Se connecter à Facebook. Se connecter à Facebook. 4706A5528165FB3E53B3D23D4861680A.cir rubrics msc2015.