Upload
rachel-mackie
View
371
Download
0
Tags:
Embed Size (px)
DESCRIPTION
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.
Citation preview
A PARENT’S GUIDE TO ASSESSMENT AND
GRADING IN FOURTH GRADE
Mrs. Mackie
2012
Common Core Standards for Language Arts
Content Area Standards
Language Arts: Reading •Literature: Key Ideas & Details, Craft & 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
Language Arts: Writing •Text Types and Purposes•Production & Distribution of Writing•Research to Build and Present Knowledge•Range of Writing
Language Arts: Speaking and Listening
•Comprehension & Collaboration•Presentation of Knowledge & Ideas
For more detailed information, please refer to your Fourth Grade Curriculum Packet or visit http://www.corestandards.org
Common Core Standards for Mathematics
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 Standards for Social Studies and Science
Content Area Standards
Social Studies •History•People in Societies•Geography•Economics•Government•Citizenship Rights and Responsibilities•Social Studies Skills & Methods
Science •Earth & Space 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 for Fourth Grade
Available online at: http://www.olentangy.k12.oh.us/district/curric/gradecardcriteria/ProgressReport4.pdf
E for Exempla
ry(Excellent
or Exemplar
y work toward
the standard)
M for Meeting (Meeting grade level
expectations toward the standard)
P for Progressing(Moving toward grade level expectations for
the standard with assistance)
N for Needs
Improvement
(Experiencing
difficulty requiring
much assistance
)
Learning Grades
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 ImprovementContributions Routinely provides useful ideas
when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.
Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!
Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.
Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Quality of Work Provides work of the highest quality.
Provides high quality work. Provides work that occasionally needs to be checked/redone by other group members to ensure quality.
Provides work that usually needs to be checked/redone by others to ensure quality.
Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed.
Focuses on the task and what needs to be done most of the time. Other group members can count on this person.
Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.
Rarely focuses on the task and what needs to be done. Lets others do the work.
Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Date Created: Mar 11, 2012 04:46 am (UTC)
Traditional Grading Practices vs. Mastery Learning
Traditional Grading(i.e. “Old School”)
• The focus is on students earning grades
• One chance to “get it right”
• Teacher’s goal is to categorize student achievement
• Competition is inherent
Mastery Learning(i.e. 21st Century)
• The focus is on students learning
• Second chances are allowed
• Teacher’s goal is to ensure every student masters the content
• Collaboration is integral
(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).
Homework completion is counted as an “Effort and Quality” grade in the “Effort/Work Habits/Personal Growth” area(s) of the grade card.
Lee demonstrates an “N” level of
understanding of a concept in class and
on homework
After some additional practice, Lee
demonstrates that he has mastered the
standard. He receives an 89% for that standard on the
unit test and a “M” on his unit project.
Lee would receive a “M” for that standard
on his grade card.His grade is not
lowered by his initial “N” grades because what matters is that
he mastered the concept.
Homework Expectations
Teacher
• Mrs. Mackie will not assign homework unless it is a valuable learning experience or practice activity
• Mrs. Mackie will provide timely feedback to students
Students
• Students will record all homework assignments in their student planner
• Students will complete homework assignments using “best effort”
• Students will complete and return assignments on time
Parent
• Parent(s) may provide appropriate assistance as needed
• Parent(s) may communicate with teacher about any questions or concerns
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 Work
The No Busy Work Pledge means that all assignments are important and must be completed
If a student does not have homework completed, he/she will attend Lunch Lab to complete the assignment
All work must be completed Late/unacceptable work will
be given an “I” (for Incomplete) until it is submitted/corrected
Late work must be submitted with a Late Work Explanation Form
Corrected work must be submitted with a Reflection Form
Homework Class Work
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.
References
Guskey, 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 successin standards-based schools. Phi Delta Kappan, 87(4), 324-328.