Teeter - chapter 11

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  • Rick Wormeli Fair Isn't Always Equal
  • Chapter 11 Six "Burning Grading Issues"
  • Record a Zero or a Sixty?
  • How do you make the grading scale fair? "Fair isn't always equal!" Is it wrong to give students points when they didn't do anything? "NO!"
  • Grading Gifted Students
  • Do we give gifted students an automatic A for regualr ed material we teach, though they have surpassed it or do we set more rigorous standards? What if students are truly challenged and end up only earning a B or C on the advanced material?
  • Think about how to equitably assign grades - think: what is fair and developmentally appropriate. Solutions to grading issues can be found through conversation and constant reexamination.
  • Weighting Grades
  • Hmmmm.... Should I weight grades according to difficulty or rigor? Should memorization or application be weighed more heavily? Credit proportional to achievement is the rule.
  • *We must get away from thinking we are giving students points for nothing. We are adjusting the grade intervals so that the final grade is a fair indicator of mastery. "So you're saying there's a chance?" (50%, 57%,60%)
  • Automaticity Versus Concept Attainment
  • How do we know whether to go for automaticity or for concept attainment with a particular student or group of students?
  • In order to move on to advanced curriculum, students have to demonstrate mastery on regular material. Ideally, there would be a section to report on progress for both the regular and advanced curriculum grades. In reality, one may have to put the grade-level mastery number as a grade and the grade for the advanced material in the comment section. (Make it work!)
  • Grading Late Work
  • How do I assign grades to late work?
  • There is no evidence to suggest that more weight for higher level courses is a motivator for achievement. When we assign weight differently, grading becomes more subjective, less objective. (common assessments) Valedictorians, then, just demonstrate statistical fortitude. Employers and higher educational institutions want to see evidence of academic proficiency and commitment beyond the GPA (not predictor of future success.
  • Good teachers teacher advanced concepts to work toward automaticity while still filling in the missing foundations of concept attainment. The first year of learning given material is for concept attainment. Automaticity comes over time...in subsequent years of exposure. Design assessments accordingly.
  • Consider the context: is the student's late submission occasional or chronic? *occasional - be merciful - reflects real life - extend courtesy *chronic - teach the student about the power of being on time (lower the grade for each day late, but not so punitive - record mastery grade and tardy grade to use for instructional purposes). Inquire if there is chronic late work - shows investment
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