The document discusses various methods for grading and reporting student progress. It begins by outlining the main purposes of grading systems, which include instructional use, reporting to parents, and administrative/guidance functions. It then describes several common grading systems like traditional letter grades, pass/fail, checklists of objectives, letters to parents, portfolios, and parent-teacher conferences. For each system, it provides details on how the system works and potential advantages and disadvantages. The document concludes by providing guidelines for developing effective grading and reporting systems and conducting productive parent-teacher conferences.
Topic: Types of Grading and Reports
Student Name: Fatima Zohra
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Types of Grading and Reports
Student Name: Fatima Zohra
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Placement assessments are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course.
For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
Diagnostic Assessment Is An Essential Device In A Teacher's "Tool Kit", Which Can Be Used To Diagnose Strengths And Area Of Need In All Students.
▪ Diagnostic Assessment Involves The Gathering And Careful Evaluation Of Detailed Data Using Student’s Knowledge And Skills In A Given Learning Area.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Here is a simplified version of Item Analysis for Educational Assessments. Covered here are terminologies, formulas, and processes in conducting Item Discrimination and Difficulty. Thank you. Namaste!
Methods of Interpreting Test Scores
Interpretation of test Scores
Referencing Framework
Percentage
Standard deviation
Ranking
Frequency Distribution
Pictoral Form
Placement assessments are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course.
For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
Diagnostic Assessment Is An Essential Device In A Teacher's "Tool Kit", Which Can Be Used To Diagnose Strengths And Area Of Need In All Students.
▪ Diagnostic Assessment Involves The Gathering And Careful Evaluation Of Detailed Data Using Student’s Knowledge And Skills In A Given Learning Area.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Here is a simplified version of Item Analysis for Educational Assessments. Covered here are terminologies, formulas, and processes in conducting Item Discrimination and Difficulty. Thank you. Namaste!
Methods of Interpreting Test Scores
Interpretation of test Scores
Referencing Framework
Percentage
Standard deviation
Ranking
Frequency Distribution
Pictoral Form
introduction to grading system up to norm and criterion referencing....
a powerpoint presentation for education students taking up a subject of assessment of learning 2
The phrase "teaching to the test" commonly means the practice of using a state-mandated test as a guide in deciding what to teach and how to teach it. However, this simple definition understates the complexity of the issue. On one hand, teaching to the test can be a case of the tail wagging the dog, where the needs of the test becomes more important than the teaching. It can even indicate an attempt to subvert the testing process, to beat the system. But seen in a positive light, teaching to the test can describe purposeful efforts to teach students knowledge and skills that have been established as important and included in mandated standards and assessments.
Why has this become an important issue?
Almost every state now has mandated tests for students. More and more, test scores are used for accountability-to make decisions about school accreditation, staff job security or pay, and student promotion and graduation. As the tests have became more high-stakes, the practice of teaching to the test has also increased dramatically. School personnel want their students to succeed and show what they know on the tests, and they often feel pressure to use any means available to raise scores. However, while families and the general public are demanding higher standards and higher scores, there is increasing concern, sometimes very vocally expressed, that the time and effort spent teaching to the test is educationally shortchanging students.
What's wrong with teaching to tests?
There's nothing wrong with teaching the general content and skills included on a test, as long as the test is assessing the "right" things and asking students to demonstrate their knowledge in ways that parallel real-world applications. The problem often develops when a test does not match standards for what students should know and be able to do, covers a very narrow set of objectives from the broader base of knowledge and skills included in standards, or includes mostly items that focus on recall of isolated facts. In cases such as these, both experts and practicing educators fear that teaching to the test may:
- narrow or distort the curriculum;
- emphasize use of short-term over long-term memory;
- discourage creative thinking;
When is teaching to the test appropriate?
In general, the better the test, the more it can be used as a guide for good instruction. There is much less controversy about teaching to the test when the test itself:
- reflects solid content standards;
- assesses a broad range of knowledge and skills;
How can we teach to the test the right way?
- Legitimate teaching to the test is not instruction targeted at specific items that will appear on the test, or that appeared on last year's version. Instruction can, however, appropriately be targeted to the general content and skills that will be assessed.
Source: https://ebookschoice.com/teaching-to-the-test/
Question 3 How did we get to where we are nowIdentify Gaps.docxaudeleypearl
Question 3: How did we get to where we are now?
Identify Gaps
Resources
Data Considerations
Is data available? (Yes, No)
Is there a perceived gap as compared to the standard?
What would you define as a root cause for identified gap(s)?
Student achievement data
Total number of students
No. of students on level
No. of students below level
No. of students above level
Yes
522
158
225
139
Yes
The root cause for the identified gap would be the SWD (Students with Disabilities). The gap is created because SWD are being served in pull-out setting and missing key elements of core content instruction. Also these same students are some of the very same students who are approaching meeting grade level scores. A root cause here would also be the disconnect between the special education teachers and the general education teachers in delivery of instruction (method) and what instruction is delivered .
Teacher Working Conditions Survey (data to help identify gaps and causes).
Yes
Yes
I would define perception as root cause for identified gap.
If tutoring program is offered, is it doing what it is designed to do? (data on whether tutoring program is impacting student achievement) If not, why not?
No
Yes
The root cause for the identified gap is a disconnect with teachers who teach afterschool and what is going on with students in class.
Other programs offered by the school to close gaps? (Are they working)?
No
None
N/A
N/A
N/A
Question 3: How did we get to where we are now?
Identify Gaps
Resources
Data Considerations
Is data available? (Yes, No)
Is there a perceived gap as compared to the standard?
What would you define as a root cause for identified gap(s)?
Student achievement data
Total number of students
No. of students on level
No. of students below level
No. of students above level
Yes
522
158
225
139
Yes
The root cause for the identified gap would be the SWD (Students with Disabilities). The gap is created because SWD are being served in pull-out setting and missing key elements of core content instruction. Also these same students are some of the very same students who are approaching meeting grade level scores. A root cause here would also be the disconnect between the special education teachers and the general education teachers in delivery of instruction (method) and what instruction is delivered .
Teacher Working Conditions Survey (data to help identify gaps and causes).
Yes
Yes
I would define perception as root cause for identified gap.
If tutoring program is offered, is it doing what it is designed to do? (data on whether tutoring program is impacting student achievement) If not, why not?
No
Yes
The root cause for the identified gap is a disconnect with teachers who teach afterschool and what is going on with students in class.
Other programs offered by the school to close gaps? (Are they working)?
No
None
N/A
N/A
N/A
Running head: REFLECTIVE PAPER 1
3
REFLECTIVE P ...
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
4. Grading and reporting students progress is one of the
more frustrating aspects of teaching, there are so many
factors
to consider and so many
decisions to be made.
This chapter removes some
of the complexity by
describing the various
types of grading and
reporting systems
and providing guidelines
for their effective use.
5.
6. School grading and reporting systems are
designed to serve a variety of functions in
the school. These include
Instructional use
Reports to parents
Administrative and guidance uses
7. The focus of grading and reporting system should be
the improvement of student learning and development.
This is most likely to occur when the report
a) Clarifies the instructional objectives.
b) Indicates the student’s strengths and weaknesses in
learning.
c) Provides information concerning the student’s
personal-social development.
d) Contributes to the student’s motivation.
8. Informing parents of their children’s school
progress is a basic function of a grading and
reporting system. These reports should help
parents understand the objectives of the school
and how well their children are achieving the
intended learning outcomes of their particular
program.
9. Grades and progress reports serve a number of
administrative functions. They are used for
Determining promotion.
Awarding honors.
Determining athletic eligibility.
Reporting to other schools and prospective
employers.
Counselors use reports on student achievement and
development, along with other information, to help
students make realistic educational and vocational
plans.
10.
11. Traditional Letter-Grade System
Pass-Fail System
Checklist of Objectives
Letters to Parents
Portfolios of Student Work
Parent Teacher Conferences
12. The traditional use of letter grade system is to assign a
single letter grade (e.g, A, B, C, D, E, F) for each
subject. In some cases a single number (5, 4, 3, 2, 1 or
100, 95, 90) is used instead of a letter, but the grading
system is essentially the same. This system is concise
and convenient, the grades are easily averaged, and
they are useful in predicting future achievement, but
they have the following short-comings when used as
the sole method of reporting.
13. They typically are a combination of
achievement, effort, work habits and good
behavior.
The proportion of students assigned each letter
grade varies from teacher to teacher.
They do not indicate the student’s specific
strengths and weaknesses in learning.
14. A two category system (e.g, satisfactory-unsatisfactory,
pass-fail) has been used in some elementary schools for
many years. More recently, it has also been used in
some high schools and colleges. At these levels, it
typically serves as an option to the traditional letter
grades in a limited number of courses. It permits
students to take some courses, usually elective courses,
under a pass-fail option that is not included in their
grade point average.
15. To provide more informative progress reports,
some schools have replaced or supplemented the
traditional grading system with a list of
objectives to be checked or rated. These reports
typically include ratings of progress toward the
major objectives in each subject matter area.
16. For Example:
Reading
Reads with understanding
Workout meaning and use of new words
Read well to others
Read independently for pleasure
17. Some schools have turned to the use of letters to
provide for greater flexibility in reporting
student progress to parents. Letters make it
possible to report on the unique strengths,
weaknesses, and learning needs of each student
and to suggest specific plans for improvement.
18.
19. Comprehensive and thoughtful written reports
require an excessive amount of time and skill.
Descriptions of student’s learning weaknesses
are easily misinterpreted by parents.
Letters fail to provide a systematic and
cumulative record of student progress toward
the objectives of the school.
20. An effective portfolio is more than simply a file
into which student work products are placed. It
is purposefully selected collection of work that
often contains commentary on the entries by
both students and teachers.
21.
22. Some schools use regularly scheduled
parent-teacher conferences. This
reporting method is flexible that
provides for two way communication
between home and school.
23. It requires a substantial amount of time
and skill.
It does not provide a systematic record of
student progress.
Some parents are unwilling or unable to
come for conferences.
24.
25. Some schools use multiple grading and reporting
systems. The typical multiple reporting system retains
the use of traditional grading and supplements the
grades with checklists of objectives. In some cases, two
grades are assigned to each subject, one for
achievement and the other for the effort, improvement
or growth.
26. The development of the grading and reporting system
should be guided by the functions to be served.
The grading and reporting system should be developed
cooperatively by parents, students, and school
personnel.
The grading and reporting system should be based on a
clear statement of educational objectives.
The grading and reporting system should be consistent
with school standards.
27. The grading and reporting system should be
based on adequate assessment.
The grading and reporting system should be
detailed enough to be diagnostic and yet
compact enough to be practical.
The grading and reporting system should
provide for parent-teacher conferences.
28.
29. Most of the schools use the A, B, C, D, F grading system,
most teachers will be faced with the problem of
assigning letter grades. This involves questions such as
the following:
What should be included in a letter grade?
How should achievement data be combined in
assigning letter grades?
What frame of reference should be used in grading?
How should the distribution of letter grades be
determined?
30. Only achievement.
Avoid temptation to include effort for less able
students, because:
(a) Difficult to assess effort or potential.
(b) Difficult to distinguish ability from achievement.
31. Properly weight each component to create a composite
Must put all components on same scale to weight
properly:
(a) equate ranges of scores
(b)convert all to T-scores or other standard scores.
32. Relative grading: score compared to other
students(where you rank)
(a)grade (like a class rank) depends on what group you
are in, not just your own performance
(b)typical grade may be shifted up or down, depending
on group’s ability
(c)widely used because much classroom testing is norm-
referenced
33. For Example:
Now beauty of this is, it hides your score. Say you get 35
in Math and you are the highest you get an A. It is
always better to tell your parents that you got A, rather
than telling you got 35 . Relative grading is a
continuous assessment of your performance.
34. Absolute grading: score compared to specified
performance standards (what you can do)
(a) grade does NOT depend on what group you are in,
but only on your own performance compared to a set
of performance standards
(b)complex task, because must
clearly define and justify the performance standards
do criterion-referenced assessment
35. For Example:
This is how absolute grading works.
>75% you get an A.
60-75 it’s B.
50-60 it’s C .
36.
37. Relative :distribution is a big issue
(a)normal curve defensible only when have large group.
(b)when “grading on the curve,” school staff should set
fair ranges of grades for different groups and courses.
(c)when “grading on the curve,” any pass-fail decision
should be based on an absolute standard (i.e., failed the
minimum essentials).
(d)standards and ranges should be understood and
followed by all teachers.
38. For Example:
A= 10% to 20% of the students
B=20% to 30 % of students
C=30% to 50 % of students
D=10% to 20 % of students
F=0% to 10% of students
39. Absolute :distribution is not an issue.
(a) system seldom uses letter grades alone
(b) often includes checklists of what has been
mastered.
(c) distribution of grades is not predetermined.
40. For Example:
A=95% to 100% correct (Outstanding)
B= 85% to 94 % correct (Very good)
C=75% to 84% correct (Satisfactory)
D= 65% to 74 % correct (Very weak)
F= below 65% correct (Unsatisfactory)
41.
42. 1:Make plans
Review your goals.
Organize the information to present.
Make list of points to cover and questions to
ask.
If bring portfolios, select and review
carefully.
43. 2:Begin the conference in positive manner
e.g. Ali really enjoys helping others.
Maria is always helping.
3:Present student’s strong points first
Helpful to have example of work to show
strengths and needs
Compare early vs. later work to show
improvement
44. 4:Encourage parents to participate and share information
Be willing to listen
Be willing to answer questions
5:Plan actions cooperatively
What steps you can each take
Summarize at the end
6:End with positive comment
Should not be a vague generality
Should be true
e.g. Ali has a good sense of humor, and I enjoy having him in
the class.
7:Use good human relations skills
45. Aim:
Present test results in understandable language, not
jargon.
Put test results in context of total pattern of
information(in all domains) about the student.
Keep it brief and simple.
46. 1:Describe what the test measures
Use a general statement: e.g., “this test measures skills
and abilities that are useful in school learning”
Avoid misunderstandings by:
(a) not referring to learning ability tests as “intelligence”
tests.
(b)not describing aptitudes and abilities test as measure
of fixed abilities.
(c)not saying that “these test scores predict how well
your child will do in school”.
47. 2:Explain meaning of test scores
For norm-referenced explain norm group
explain score type (percentile, stanine, etc.)
stay with one type of score, if possible.
For criterion-referenced more easily understood than
norm-referenced
describe the standard of mastery
may need to distinguish percentile from percent correct
that what the child learn and need to learn yet.
48. 3:Clarify accuracy of scores
Say all tests have error.
For example:
if we had scores such as these.
Mathematics 8
Reading 6
Science 5
We could interpret as “Performance is higher in
mathematics than reading and science, but there is no
real difference in performance between reading and
science”.
49. 4:Discuss use of test results
Coordinate all information related to the student’s
learning to plan further actions for children .
50. School grades and progress reports serve various
functions in the school. They provide information
that is helpful to, students , parents and school
personnel.
Parents, teachers and counselors use the information in
guiding learning and development and in helping
students make realistic future plans.