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Contract Grading PowerPoint Contract Grading PowerPoint Presentation Transcript

  • Laura Neeter’s Inquiry Plan
    • Beginning of the year…
      • I’ll discuss with the students the idea of Contract Grading and, as a class, we’ll establish our Contract.
      • I’ll want the students to help me determine what constitutes A-level work and what distinguishes that from B- and C-level work.
      • See the Making Our Grading Contract and Skeleton Grading Contract handouts I’ve provided for my thought process…
    • Throughout the year…
      • Students will each be given a file folder which will have their signed contract and several copies of the Grading Contract Progress Log .
      • They will use the Grading Contract Progress Log to keep track of their progress toward their contracted grade throughout the semester.
    items in pink = handouts I’ve created that you can look at and (please) give me feedback about)
    • End of the year…
      • Students will complete a Grading Contract Reflection Pre-write in which they begin to think about whether their work over the semester justifies the grade they contracted for.
      • They will then use the pre-write to write me a formal letter in which they explain why they should get the grade they should get.
      • Students will also fill out a Contract Grading Reflection so I can get their feedback on contract grading
    items in pink = handouts I’ve created that you can look at and (please) give me feedback about)
    • The traditional, points-based grading system I’ve used since I began teaching nine years ago isn’t working.
    • I had a 39% failure rate second semester last year.
        • That includes students who got Ds as well as those who failed.
    • Students who fail may have learned what I wanted them to learn but have a line of zeros from work they didn’t turn in and, therefore, don’t receive any credit for their learning.
    • Parents and administrators want students to learn and be successful as much as I do.
    • What effect will contract grading have on my students’ academic success?
    • Contract grading will help students take ownership of their learning and make it meaningful.
    • They will begin to understand that success is truly about revising one’s work and reflecting on one’s process rather than simply turning things in for points.
    • Contract grading will demonstrate to parents and administrators that making students the center of the classroom and the grading process will help them better meet (and excel in) all curricular and state objectives.
    • Start-of-the-semester Survey ( Making Our Grading Contract )
    • Teacher observations/notes (journaling)
    • Student work (unrevised as well as revised) with comments from teacher
    • Grading Contract Progress Logs
    • End-of-the-semester Survey
      • Grading Contract Reflection Pre-write and
      • Grading Contract Reflections
    • Administrator/evaluator comments
    • Other?
    • Set up within the first week of school
    • Five classes
      • African-American Lit. (Juniors and Seniors)
      • Public Speaking (Sophomores, Juniors, and Seniors)
      • College Speech & Debate (Juniors and Seniors)
      • British & World Lit. (Juniors – two sections)
    • Set aside time with each return of an assignment for students to fill out their Progress Logs and decide if, based on the grade they’ve contracted for, they’ll revise the work
    • Reflection due a week before the end of the semester
    • Repeat with modifications second semester
    • Bandura, A. “Self-efficacy: Toward a Unifying Theory of
    • Behavioral Change.” Psychological Review 84 (1977): 191-
    • 215.
    • Danielewicz, Jane and Peter Elbow. “A Unilateral Grading
    • Contract to Improve Learning and Teaching.” CCC 61:2 .
    • The National Council of Teachers of English. December
    • 2009: 244-268.
    • Deming, W. Edwards. The New Economics: For Industry,
    • Government, Education . Cambridge: MIT P, 1993.
    • McNeir, Gwennis. “Outcome Based Education.” ERIC
    • Digest 85. November 1993. 21 August 2006. 11 July
    • 2010 <file:///D|/digests/digest085.html>.
    texts in pink = ones I’ve already read…
    • Moreno-Lopez, Isabel. “Sharing Power with Students: The
    • Critical Language Classroom.” Radical Pedagogy . 7.2
    • (2005). 11 July 2010 <http://radicalpedagogy.icaap.org/
    • content/issue7_2/moreno.html>.
    • Peter Elbow. 2009. “Appendix to A Unilateral Grading
    • Contract to Improve Learning and Teaching [written with
    • Jane Danielewicz]” The Selected Works of Peter Elbow Available at: http://works.bepress.com/peter_elbow/25
    • O’Hagan, Liesel K. “It’s Broken—Fix it!” Alternatives to
    • Grading Student Writing . Ed. Stephen Tchudi. Urbana,
    • IL: National Council of Teachers of English, 1997. 3–13.
    • Potts, Glenda. “A Simple Alternative to Grading.” The
    • Journal of the Virginia Community Colleges . 29-41.
    texts in pink = ones I’ve already read…
    • Shor, Ira. When Students Have Power: Negotiating Authority
    • in a Critical Pedagogy . Chicago: U of Chicago P, 1996.
    • Spidell, Cathy. “Not Ready to Let Go: A Study of Resistance
    • to Grading Contracts.” Composition Studies . Spring 2006.
    • BNET.com. Web. 9 July 2010.
    • Tchudi, Stephen, ed. Alternatives to Grading Student Writing .
    • Urbana: National Council of Teachers of English, 1997.
    • Print.
    • Other?
    • Is this too much?
    texts in pink = ones I’ve already read…
    • This is the end of the presentation.
    • Please take a look at the handouts provided and give me feedback on their structure and content.
    • Please look through the PowerPoint slides (handout) and add comments.
    • The slideshow will begin again momentarily…