A presentation about grading practices in my middle grades classroom. This is for a self-contained classroom but if I were part of an interdisciplinary team I would advocate for a similar grading policy.
Presentation slide for courses, classes, lectures et al.
A schedule design for optional periods of time/objectives.
Objectives for instruction and expected results and/or skills developed from learning.
Relative vocabulary list.
A list of procedures and steps, or a lecture slide with media.
Grading presentation for parent night
A PARENT’S GUIDE TO ASSESSMENT ANDGRADING IN FOURTH GRADE Mrs. Mackie 2012
Common Core Standards forLanguage Arts Content Area Standards •Literature: Key Ideas & Details, Craft & Language Arts: Reading Structure, Integration of Knowledge & Ideas, Range of Reading & Complexity of Text •Informational Text: Key Ideas & Details, Craft & Structure, Integration of Knowledge & Ideas, Range of Reading & Complexity of Text •Foundational Skills: Phonics & Word Recognition, Fluency •Text Types and Purposes Language Arts: Writing •Production & Distribution of Writing •Research to Build and Present Knowledge •Range of Writing •Comprehension & Collaboration Language Arts: Speaking •Presentation of Knowledge & Ideas and Listening For more detailed information, please refer to your Fourth Grade Curriculum Packet or visit http://www.corestandards.org
Common Core Standards forMathematics Content area Standards Mathematics •Operations & Algebraic Thinking •Number and Operations in Base 10 •Number and Operations—Fractions •Measurement and Data •Geometry •Mathematical Practices For more detailed information, please refer to your Fourth Grade Curriculum Packet or visit http://www.corestandards.org
Ohio Academic Content Standardsfor Social Studies and Science Content Area Standards •History Social Studies •People in Societies •Geography •Economics •Government •Citizenship Rights and Responsibilities •Social Studies Skills & Methods •Earth & Space Science Science •Life Science •Physical Science •Science & Technology •Scientific Inquiry •Scientific Ways of Knowing For more detailed information, please refer to your Fourth Grade Curriculum Packet or visit http://www.ode.state.oh.us
Sample of a Progress Report forFourth Grade Available online at: http://www.olentangy.k12.oh.us/district/curric/g radecardcriteria/ProgressReport4.pdf M for Meeting E for Exemplary (Meeting grade level (Excellent or Exemplary expectations toward the work toward the standard) standard) Learning Grades P for Progressing N for (Moving toward grade level Needs Improvement expectations for the (Experiencing difficulty standard with assistance) requiring much assistance)
Mastery Mastery is demonstrated by: 85% accuracy with a concept OR Meeting the criteria for “Meets” or “Exemplary” on a rubric Collaborative Group Work Rubric Teacher Name: Mrs. Mackie Student Name: ________________________________________ CATEGORY Exemplary Meets Progressing Needs Improvement Contributions Routinely provides useful ideas Usually provides useful ideas Sometimes provides useful Rarely provides useful ideas when participating in the group when participating in the group ideas when participating in the when participating in the group and in classroom discussion. A and in classroom discussion. A group and in classroom and in classroom discussion. definite leader who contributes strong group member who tries discussion. A satisfactory group May refuse to participate. a lot of effort. hard! member who does what is required. Quality of Work Provides work of the highest Provides high quality work. Provides work that occasionally Provides work that usually quality. needs to be checked/redone by needs to be checked/redone by other group members to ensure others to ensure quality. quality. Focus on the task Consistently stays focused on Focuses on the task and what Focuses on the task and what Rarely focuses on the task and the task and what needs to be needs to be done most of the needs to be done some of the what needs to be done. Lets done. Very self-directed. time. Other group members can time. Other group members others do the work. count on this person. must sometimes nag, prod, and remind to keep this person on- task. Working with Others Almost always listens to, shares Usually listens to, shares, with, Often listens to, shares with, Rarely listens to, shares with, with, and supports the efforts of and supports the efforts of and supports the efforts of and supports the efforts of others. Tries to keep people others. Does not cause others, but sometimes is not a others. Often is not a good team working well together. "waves" in the group. good team member. player. Date Created: Mar 11, 2012 04:46 am (UTC)
Traditional Grading Practices vs. Mastery Learning Traditional Grading Mastery Learning (i.e. “Old School”) (i.e. 21st Century) • The focus is on students earning • The focus is on students learning grades • Second chances are allowed • One chance to “get it right” • Teacher’s goal is to ensure every • Teacher’s goal is to categorize student masters the content student achievement • Collaboration is integral • Competition is inherent(Guskey, 1994; Guskey & Marzano, 2001; Reeves, 2002; Stiggins, 2005).
Assessing Student Learning Learning will be assessed through: Class Work (Individual Assignments, Group Work etc.) Conferencing with Teacher Projects/Portfolios Assessments (Quizzes, Tests, Projects etc.) Teacher Observation of Learning/Behavior Homework
From Assessment to Grades “Grades” on all assignments will be collected as data about your child’s progress over the course of the semester—but the final grade will be based off of the end of unit assessments (tests, projects, and/or portfolios). After some additional Lee would receive a practice, Lee “M” for that standard Lee demonstrates an demonstrates that he on his grade card. “N” level of has mastered the His grade is not understanding of a standard. He receives an 89% for that lowered by his initial concept in class and “N” grades because on homework standard on the unit test and a “M” on his what matters is that he unit project. mastered the concept. Homework completion is counted as an “Effort and Quality” grade in the “Effort/Work Habits/Personal Growth” area(s) of the grade card.
Homework Expectations Teacher Students Parent• Mrs. Mackie will not • Students will record • Parent(s) may assign homework all homework provide appropriate unless it is a assignments in their assistance as valuable learning student planner needed experience or practice activity • Students will • Parent(s) may complete homework communicate with• Mrs. Mackie will assignments using teacher about any provide timely “best effort” questions or feedback to concerns students • Students will complete and return assignments on time
Room for Improvement “In real life, we are constantly working on problems, making modifications, improving our work, and then examining it to see if it meets the needs of our colleagues or if it needs yet more improvement” (Reeves, 2002, p. 20).
Correcting Work At my discretion, students may correct or redo work on tests, quizzes, or other assignments The student must complete and submit a “Redo Correction Packet” with the assignment. The Packet may include: Redo Registration Card (signed by parent,student, and teacher) Initial Reflection Form Action Plan Detailed Timeline Corrected Assignment Final Reflection Note: The contents of the packet may vary based on the assignment type/content area. Items in red are always required.
Late or Incomplete WorkHomework Class Work The No Busy Work All work must be Pledge means that all completed assignments are Late/unacceptable work important and must be will be given an “I” (for completed Incomplete) until it is submitted/corrected If a student does not Late work must be have homework submitted with a Late Work completed, he/she will Explanation Form attend Lunch Lab to Corrected work must be complete the submitted with a Reflection assignment Form
Goals My #1 goal is to help each and every child master the content and grow into confident, competent, life-long learners. I want to engage learners in meaningful, engaging, appropriately challenging learning experiences each and every day. I want to keep the lines of communication between home and school open so that together parents, students, and teachers can support each other in their respective roles.
ReferencesGuskey, T. R. (1994). Making the grade: What benefits students? Educational Leadership, 52, 14-20.Guskey, T. R., & Marzano, R. J. (2001). Developing grading and reporting systems for student Learning. Thousand Oaks, CA: Corwin Press, Inc.Reeves, D. B., (2002). Making standards work: How to implement standards-based assessments in the classroom, school, and district (3rd ed.). Denver, CO: Advanced Learning Press.Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), 324-328.