This document provides an overview of standards-based grading for parents. It explains that standards-based grading measures student achievement based on standards rather than comparisons to peers or progress. It outlines the benefits of standards-based grading for teachers, students, and parents. Key differences from conventional grading are that it provides more consistent grading, separates work habits from academics, and communicates student mastery of standards through rubric levels like exceeding, meeting, or developing standards.
Chapter one of "Testing in language programs" by James Dean Brown (2005) discusses "Types and uses of language tests". It's about norm-referenced and criterion-referenced tests.
This research-oriented presentation summarizes current best practices in grading, emphasizes why these practices are essential (especially for ELLs), and provides recommendations for teachers to help them avoid common pitfalls in grading while adopting policies and procedures that will increase motivation and encourage academic success in their ELLs.
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
Types of grading (grading and reporting)HennaAnsari
Traditional Letter-Grade System
Assigning Letter Grades
Pass-Fail System
Checklists of Objectives
Letters to Parents/Guardians
Parent-Teacher Conferences
A comprehensive guide to interpreting your CAT4 dataGLEducationGroup
Discover how to make the most of marking, managing and analysing your CAT data, ensuring you get full value from your investment in the UK's most widely used assessment of reasoning ability.
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
Chapter one of "Testing in language programs" by James Dean Brown (2005) discusses "Types and uses of language tests". It's about norm-referenced and criterion-referenced tests.
This research-oriented presentation summarizes current best practices in grading, emphasizes why these practices are essential (especially for ELLs), and provides recommendations for teachers to help them avoid common pitfalls in grading while adopting policies and procedures that will increase motivation and encourage academic success in their ELLs.
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
Types of grading (grading and reporting)HennaAnsari
Traditional Letter-Grade System
Assigning Letter Grades
Pass-Fail System
Checklists of Objectives
Letters to Parents/Guardians
Parent-Teacher Conferences
A comprehensive guide to interpreting your CAT4 dataGLEducationGroup
Discover how to make the most of marking, managing and analysing your CAT data, ensuring you get full value from your investment in the UK's most widely used assessment of reasoning ability.
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
What is a Standards-Based Grading System Does it Benefit Teachers & Students.pdfdigitalrajnikant
Educational institutions need to move on from traditional to standards based grading systems Why Because it is more beneficial for students and teachers Read to find out how
Week 6 Final Assignment AnnouncementThis final ass.docxcockekeshia
Week 6 Final Assignment Announcement
This final assignment is in 3 parts. I have included all parts here in this announcement. GCU allows you to bring in some of your course work you have already completed during this course to address some of the criteria of this paper. You do not need to turn your paper to Turnitin and you do not have to worry about high familiarity percentages.
Take your time with this paper. Make sure that you address all the criteria of the assignment.
Part 1
Survey of Teacher Websites and Communication Efforts
The Internet has become an integral way schools and teachers communicate with students, families, and community members. Compare the online communication efforts of two teachers working in different schools and different districts.
Assume you are a parent or guardian of at least one elementary student enrolled in each of your selected teacher’s classes, and complete and submit the "Survey of Teacher Websites and Communication Efforts" document from that point of view.
Conclude this assignment by writing a 250-500-word summary of what you thought worked and what did not with the websites. Include one to three recommendations for each teacher to improve or make valuable additions to his or her website.
APA style is not required, but solid academic writing is expected.
You are not required to submit this assignment to Turnitin.
40.0
Part 1
Interview a certified elementary or middle school teacher about the school’s behavior expectations for students, the school’s behavior management program, and how these expectations are shared and made visible across the campus and in the classroom.
Your interview questions should probe:
1. The type, number, and degree to which the expectations are stated in positive language and the rationales for these expectations
2. The forms and locations in which the expectations are posted on the school grounds and in the classroom
3. How expectations are initially taught, reinforced, and monitored schoolwide and at the classroom level
4. How students who enroll after the start of the year are taught the school’s behavioral expectations
5. The teacher’s reflections on the overall degree of effectiveness of his or her school’s behavior-management program
6. The teacher’s recommendations for changes to the school’s behavior-management program based on personal experiences
Ask additional questions and follow-up questions as appropriate. Retain a copy of the questions asked and responses received.
Document your time on your Clinical Field Experience Verification Form accessed in Taskstream.
Submit the completed Clinical Field Experience Verification Form along with this assignment to your instructor in LoudCloud.
You will also submit the completed Clinical Field Experience Verification Form to Taskstream with your Benchmark Assessment.
APA format is not required, but solid academic writing is expected.
You are not required to sub.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Formative Assessment ppt: The idea behind this PD session was to expose teachers to techniques that they can implement in any one of the different content-areas that would allow them to frequently monitor students’ understanding. Research has shown that it is through these constant ‘checks for understanding’ that teachers are better able to adjust their instruction to maximize learning. Through formative assessment, teachers are able to cater to students’ individual needs; this is a huge concept behind differentiation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. Overview of Standards based grading Parent Online TutorialWcpss Jennifer L. Brown – EDTC 6070
2. By the end of the tutorial parents will be able to demonstrate their understanding of Standards Based Grading by writing a brief description of the Standards Based Grading process. Objectives: By the end of the tutorial parents will be able to demonstrate their understanding of Standards Based Grading by naming two differences between Standards Based Grading and conventional grading.
3. Perspectives on Grading Think back to when you were a student. Try to remember a specific incident with grading you recall.
4. Share your stories… Was it a paper covered in red marks? Was it that 0 you received for not turning in your homework on time? Click on this link and share your story. Reflect on your own story and read the stories of others.
5. Purposes for Grading Communicate achievement Provide information for student self-evaluation Evaluate effectiveness of instructional program Guide instruction (know when to remediate, extend, re-teach) Evaluate effectiveness of instructional program (Guskey, Thomas 1996)
6. What is Standards Based Grading? Measuring student achievement based on the standards instead of in comparison to others or according to the amount of progress made. Questions and Answers Standards based grading takes much more of the subjectivity away
7. Standards? What are the standards? Where did they come from? What is their purpose? Are they challenging? How are they measured?
8. Standards Are statements that identify the knowledge and skills that should be taught in schools In North Carolina these are stated as goals and objectives by grade or by course. You can find them in the WCPSS Connections, on the assessment cards, on WCPSS website, and on the NCDPI website.
9. Standards Based Grading Report Card Grading is more consistent Work habits and conduct are separate Teacher comments are specific Provides parents with the overall picture of their child as a student
11. Growth Model (conventional grading) Compares a student’s learning against what they could do at the beginning of the grading period This model represents first quarter literacy Justin, Emily, and Sarah are students in the same grade but in different classrooms “targeted grade level expectations” refer to objectives that the teacher taught and for which she expected students to be proficient by the end of the nine-weeks
12. Growth Model of Reporting In this system Justin, Emily, and Sarah could potentially all get an A on their report card Justin could earn an A for meeting expected growth Emily could earn an A for exceeding expected growth Sarah could earn an A for making the most growth or improvement during the first quarter
14. Standards Based Grading Model Amount of growth a student makes is dependent upon his/her ability to demonstrate proficiency on the standards or taught objectives The amount of growth the student makes would be described and noted thoroughly in the comments section of the report card
15. Standards Based Model of Reporting In this model Sarah made much more growth than Emily, but Emily has a deeper understanding of the targeted objectives Sarah has not mastered all targeted objectives
16. What do you think? Is this more aligned with grade level expectations? Quarterly expectations? Promotion decisions? Does this model seem more consistent? Click here and let’s reflect on what we have learned so far.
17. Level 4 Represents the student exceeding grade level expectations set by the state Indicates that a student will be successful in the next quarter, grade level Same term used by the state to report student progress on EOG
18. Examples Level 4 Student can solve more complex problems Student can apply grade level concepts and skills to real life situations without the need of teacher support Student can make connections between personal experiences and the objectives mastered There is consistent evidence that student has mastered objectives beyond the state expectations
19. Level 3* Represents the student meeting grade level expectations set by the state Indicates that a student has the necessary skills and concepts to be successful and confident in the next grade or quarter 3* is only used on the report card since it reflects application over time
20. Examples Level 3* The 3* is not used by the state Indicates students stronger than proficient, but not demonstrating level 4 consistently
21. Level 3 Represents the student meeting the grade level expectations set by the state Indicates that a student has the necessary skills and concepts to be successful in the next grade or quarter
22. Examples Level 3 This is the level of proficiency, the level the State has identified as an indicator that the student will be successful using whatever topic, skill, or concept is being assessed Same term used by the State to report student progress on EOG
23. Level 1 & 2 Indicates that the student has not yet met grade level expectations set by the state Level 1 & 2 should alert parents that close communication is needed for further student support Indicates that a student does not have the necessary skills and concepts to be successful in the next grade or quarter
24. Benefits to teachers: Grow professionally Know the standard course of study better than ever Know students better academically and can tailor instruction/assessment to meet the student’s needs Become more fair and stop playing “gotcha” with students
25. Benefits to students: Students know their specific strengths and weaknesses Have more opportunities to master objectives and are not penalized for taking longer to master them No averaging…one bad assessment does not affect the entire semester Students have more opportunities to go beyond the objectives
26. Benefits to parents: Parents know their child’s specific strengths and weaknesses Parents know specific areas of weakness and areas that their child needs additional support Parents are assured consistency in grading across grade levels
27. Evaluation Click on this link to my blog In your blog post write a brief description of Standards Based Grading and name two differences between Standards Based Grading and conventional grading
28. References Brunson, M., (n.d.). Standards based grading: discussion on grading: parents as partners. Session presented on Standards Based Grading. Morrisville Year Round Elementary School, Morrisville, NC. Wake County Public School System (n.d.). Fact sheet – wcpss elementary report card. Retrieved from http://www.wcpss.net/curriculum-instruction/report-cards/elementary.html
