Grading procedures google slides presentation
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This document outlines Miss Keigher's grading procedures which focus on standards-based grading rather than factors like effort. Students are graded on their demonstration of 10 standards per quarter, with 2 grades per standard - one for evidence of learning and one for assessment. Evidence can include assignments, projects, discussions, and anything demonstrating knowledge of the standard. Students are assessed using a rubric from novice to mastered. Grades are calculated by converting rubric scores out of 10 points and combining for 80 total points per quarter. Students are responsible for collecting and explaining evidence in an online portfolio on a weekly basis. Reassessments are allowed after additional learning and evidence.
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Evaluation
Evaluation is a process of judging the effectiveness of educational experiences. It involves collecting, recording, and interpreting information to determine the extent to which objectives are being attained and how effective teaching methods are. The document discusses the purposes, principles, characteristics, types (formative and summative), tools, areas (knowledge, skills, attitude) and methods of evaluation. Formative evaluation focuses on improving the learning process, while summative evaluation assesses learning outcomes using tools like tests, exams and projects. Both qualitative and quantitative techniques are used to evaluate students in a holistic manner.
Assessment Design-Frequently Asked Questions
Classroom assessment is a continuous process that includes observing students, asking questions, giving quizzes and tests, and reviewing student work. There are several reasons and purposes for assessing students, including providing feedback, monitoring academic performance, evaluating instruction, and establishing learning goals. A variety of assessment tools are available, such as checklists, portfolios, essays, and multiple choice questions. Effective teachers assess students in cognitive, affective, and psychomotor domains. Assessment planning should be integrated with instructional planning to ensure outcomes are clear and assessments accurately measure learning.
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The document discusses developing criterion-referenced assessments. It explains that criterion-referenced assessments directly measure skills described in behavioral objectives and focus on gauging learner performance and instructional quality. The document provides guidance on writing test items, developing different types of assessments, setting mastery criteria, and ensuring assessments are congruent with objectives and instructional analyses. It emphasizes the importance of criterion-referenced assessments for evaluating both learners and instruction.
Apt 501 chapter_7
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It covers criterion-referenced assessments that measure performance against specific standards or levels. The objectives are to describe criterion-referenced tests and different types of pre- and post-instruction assessments. It also discusses developing quality criterion-referenced test items and assessments of products, performances, and attitudes.
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A rubric is a scoring guide used to evaluate performance on a project or product. It has three parts: performance criteria, a rating scale, and indicators. The rubric defines expectations and allows for transparent and fair grading. When designing a rubric, the creator identifies criteria, develops a rating scale, and writes indicators to describe the quality of work at each level of the scale. An effective rubric clearly defines expectations and ensures consistent scoring. Self-reflection and peer evaluation are processes to provide feedback and improve teaching and learning.
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Grading procedures google slides presentation
- 2. TARGETS: ● Define the Common Core Standards. ● Examine Miss Keigher’s grading procedures.
- 3. What is a STANDARD? Write down everything you know about the term standard in one minute.
- 4. stand·ard /ˈstandərd/ plural noun: standards 1. a level of quality or attainment. 2. a required or agreed level of quality or attainment. noun
- 5. Common Core Standards Video
- 6. Grading vs. Learning Grading Learning
- 7. ❏ Your grade will reflect what you know and are able to do based on the standards. ❏ Factors such as effort, participation, behavior, etc. will NOT be used to calculate your overall grade. Grading for Learning
- 8. ● 10 standards per quarter ● 2 grades per standard ○ Evidence ○ Assessment ● 80 points per quarter Logistics
- 9. Evidence & Assessment Evidence Assessment ● Assignments ● Writing ● Projects ● Discussions ● Bell work ● Exit tickets ● Group work ● Cross-curricular assignments (math, science, history, etc.) ● ANYTHING THAT DEMONSTRATES YOUR KNOWLEDGE OF THE STANDARD ● Writing ● Quizzes ● Tests
- 10. Novice (Beginner) 1 Developing 2 Proficient 3 Mastered (Exceeds) 4 · Student has not met the standard · Student has not shown an understanding of the learning outcome · The student requires intensive intervention, extensive working order, and additional evidence to make progress · Student is progressing, but not yet proficient · Student has shown a minimal understanding of the learning outcome · The student requires possible intervention, further working order, and adequate evidence to make progress · Student has met the standard · Student has shown an understanding of the learning outcome · The student requires consistent demonstration of sufficient evidence that exceeds expectations to reach mastery · Student has met the standard · Student has shown a complete understanding of the learning outcome · Student consistently exceeds expectations and demonstrates adequate evidence of mastery Evidence & Assessment Rubric
- 11. Conversion Scale ● 4 = 9.5/10 ● 3 = 8/10 ● 2 = 6.5/10 ● 1 = 5/10
- 12. ● Evidence will be collected by YOU ● Collected evidence will be attached and explained in your online portfolio ● It is your responsibility to decide what evidence best demonstrates your knowledge and understanding of the standard ● Evidence will be checked on a weekly basis (Monday checkpoints) ● Evidence will be assessed throughout the semester prior to taking each standards’ assessment Evidence
- 13. ● You will be assessed on each standard ● Reassessments will be common practice after additional learning occurs ● Reassessments will require additional evidence and explanation Assessment