- Grading and Reporting Notes-Grading and reporting are foundational elements in nearly every educational system. Grading represents teachers’ evaluations — formative or summative — of students’ performance. - Reporting is how the results of those evaluations are communicated to students, parents, or others. -To make grades more meaningful, we need to address both the purpose of grades and the format used to report them. -Grades should reflect students’ performance on specific learning criteria. - In particular, educators distinguish among the product, process, and progress learning criteria -They focus on what students know and are able to do at a particular point in time. Teachers who use product criteria typically base grades exclusively on final examination scores, final products -Teachers who consider responsibility, effort, or work habits when assigning grades use process criteria. The same happens when teachers count classroom quizzes, formative assessments, homework, punctuality of assignments, class participation, or attendance. -After establishing explicit indicators of product, process, and progress learning, teachers then assign separate grades to each indicator. In this way, they keep grades for responsibility, learning skills, effort, work habits, or learning progress distinct from grades that represent students’ level of achievement or performance -pically, the “achievement grade” is expressed as a letter grade or percentage that represents the teacher’s best judgment of the student’s level of performance relative to the explicit learning objectives for the class or course. -For nonacademic factors such as homework, class participation, effort, and learning progress, teachers typically record numerical marks (e.g., 4 = consistently, 3 = usually, 2 = sometimes, and 1 = rarely). The development of rubrics helps make this process explicit for students and parents. -The Kentucky experience in standards-based reporting shows us: Teachers need to know the domains or strands, clusters or organizing elements, and standards; Teachers need to base grades on explicit criteria derived from the clearly established learning standards that appear in the national standards; and Teachers need to clearly distinguish among product, process, and progress criteria in assigning grades (Guskey, 2009). -uccess in grading and reporting will be augmented as Internet-based applications are developed that allow teachers to record student performance and tally it to determine grades. Such applications should be teacher friendly and include procedures for printing and distributing report cards -Grades are most effective when they reflect only achievement. When grades include other aspects of student performance (e.g., effort or progress), they have less meaning as a summary of achievement. - teachers would assign separate grades for achievement, effort, and progress - The end result will be not only more meaningful grades but more useful grades that will inform teaching and learning. -Report cards have the primary function of clearly communicating the level of student performance in relation to the attainment of the learning expectations for a reporting period -Reporting should be meaningful for the educational teaching and learning process -Reporting must be valid, reliable, fair, and useful; nothing less should be expected if we want to link grading and reporting with students’ mastery of content and practice standards.
Tuesday, June 23, 2015
Technology Teacher 06/24/2015
Saturday, June 20, 2015
Technology Teacher 06/21/2015
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- filled with numbers indicating how they are faring on dozens of specific skills like “decoding strategies” and “number sense and operations.” The lowest mark, 1, indicates a student is not meeting New York State’s academic standards, while the top grade of 4 celebrates “meeting standards with distinction.”-Educators praise them for setting clear expectations, but many parents who chose to live in Pelham because of its well-regarded schools find them confusing or worse.- the numbers ensure more consistent grading across classrooms, tamp down grade inflation and refine focus on individual academic skills.-new approach was more accurate, because it measures each student against a stated set of criteria, rather than grading on a curve, which compares members of a class with one another.-“The dilemma with that system is you really don’t know whether anybody has learned anything,” Dr. Guskey said of grading on a curve. “They could all have done miserably, just some less miserably than others.”-“I think the present grading system — A, B, C, D, F — is ingrained in us,” Mr. Tirozzi said. “It’s the language which college admissions officers understand; it’s the language which parents understand.”-“What happened was the high-performing students said, ‘I don’t have to work that hard’ and they all stopped trying,” said Ellen Ulrich, a San Mateo mother of two who is lobbying for a hybrid card that would retain letter grades for achievement and effort alongside the 1-to-4 scale for specific skills.-The report card itself is one page, but it comes with a 14-page guide explaining the different skills and the scoring.-“I was never the A student, and it would constantly frustrate me,” Dr. Lauro said. “Nobody ever bothered to tell me how to get that A, to get to that next level.”- benchmarks for each marking period — rather than a year-end standard — to give more timely snapshots of students’ progress (and allow many more students to earn 4’s from the beginning).-
Sunday, June 14, 2015
Technology Teacher 06/15/2015
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Benefits of Flexible Grouping - YouTube
-Flexible grouping means that students are not trapped in the same grouping all the time but only with the same groups for a short period of time. -Students can also move from group to group -it does not help students if they are trafficked with the same group. They don't get to meet other students. If this happens they start to follow a very narrow path. -Students will put themselves with certain groups. We need to break down those boundaries and move them around -Students can stay in skill based group. The greater the kids learn from each other the better.
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Socratic seminar on the American dream - YouTube
-collaboration and socratic questioning can lead to comprehensive conversations about a subject and provide opportunities for multiple viewpoints to fully develop a valid argument. -In this video the students discussed the American Dream and were able to have a deep conversation that led to a more complete view of the American dream with divergent thinking based on each students socratic questioning.
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Questioning in a Socratic Seminar - YouTube
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- Socrates was one of the greatest educators who taught by asking questions and thus drawing out answers from his pupils -Conceptual clarification questions Get them to think more about what exactly they are asking or thinking about. Prove the concepts behind their argument. Use basic 'tell me more' questions that get them to go deeper. --Why are you saying that? What exactly does this mean? How does this relate to what we have been talking about? ---Probing assumptions Probing their assumptions makes them think about the presuppositions and unquestioned beliefs on which they are founding their argument. This is shaking the bedrock and should get them really going! --How did you choose those assumptions? Please explain why/how ... ? --Probing rationale, reasons and evidence When they give a rationale for their arguments, dig into that reasoning rather than assuming it is a given. People often use un-thought-through or weakly-understood supports for their arguments. ---Are these reasons good enough? Would it stand up in court? How might it be refuted? Questioning viewpoints and perspectives Most arguments are given from a particular position. So attack the position. Show that there are other, equally valid, viewpoints. --Why it is ... necessary? Who benefits from this? Probe implications and consequences The argument that they give may have logical implications that can be forecast. Do these make sense? Are they desirable? ---Why is ... important? What is the best ... ? Why? Questions about the question And you can also get reflexive about the whole thing, turning the question in on itself. Use their attack against themselves. Bounce the ball back into their court, etc. --What was the point of asking that question? Why do you think I asked this question?
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