Abstract- The chapter focused mainly on grading and grading scales. It talks about how a rubric can be much better for students than using grades. It states that rubrics correctly assess students mastery of the subject where as simple grades do not. It also talks about assessments and states that it is better to use better assessments than standard exams.
Reflection- We thought that overall the idea of using a rubric is much better than using a simple grades. A rubric is much better for assessing exactly what students know and their mastery of the subject because it lays out exactly what expectation are whereas a simple grade does not tell the students what they have done well and what could be done better. The only thing that we sometimes don't like about this book is that it sometimes seems that the authors grading suggestions do not give students that work hard credit for doing work. Students that work harder and understand the material better deserve a better grade. We also did like his ideas about making sure that we assess students mastery, not fickle things such as attendance.
Thursday, May 3, 2007
Wednesday, May 2, 2007
Chapter 13
This chapter is about grade books that can be used in differentiated classrooms. There are many things to consider when picking a grade book such as, can it be interpreted by others, does it show accurate mastery, and does it make grading more manageable. There are four different styles of grade books mentioned: grouping assignments by standard, objective, or benchmark; grouping assignments by weight or category; listing assignments by date; and, a topic based grade book.
Generally, I think this is not very useful, because in most cases schools will give you the grading format they want you to follow, usually a computer software program. However, I think the date based grade book is the best for me as I like seeing progress over time laid out and easy to read. That would just be the easiest way for me to follow. But like I said, that doesn’t seem like something that you are given a choice on these days.
Sunday, April 29, 2007
Chapter 14: Representative Report Card Format
This chapter talks about creating a report card that that represent and inform parents about their child's progress in a differentiated classroom. This format gives students feedback on personal achievement as well as their progress in mastering the curriculum standards. A continuous progress report tracks students' progress over a time as opposed to on form of assessment at one point in the student's learning timeline.
Being able to grade a student in different areas represents a student's learning more accurately rather than just giving them a letter grade for their all around performance. The student may have earned that grade but it doesn't show the areas in which that students has a great deal of mastery and in which subjects that student may struggle or have a disability. Giving parents access to the student's grades throughout the grading period will help the parent better understand the quality of work their child is doing as well as the assignments and grades that are being accumulated into that A or C grade at the end of the quarter.
Being able to grade a student in different areas represents a student's learning more accurately rather than just giving them a letter grade for their all around performance. The student may have earned that grade but it doesn't show the areas in which that students has a great deal of mastery and in which subjects that student may struggle or have a disability. Giving parents access to the student's grades throughout the grading period will help the parent better understand the quality of work their child is doing as well as the assignments and grades that are being accumulated into that A or C grade at the end of the quarter.
Monday, April 23, 2007
Chapter 10
This chapter is about allowing students to redo work that they have done poorly and how to grade this type of work. It does bring up the issue of allowing the teacher to decide who gets the opportunity to redo work and who does not. A student that simply does not do the work should not be allowed to make up work because they did not try to begin with. The chapter suggests not averaging the two grades of the same assignment. This would lead the student to believe that he or she did not have the abilities needed to acheive an A. This also does not represent the true mastery that a student has acheived. It would eb as though you were punishing the student for not having learned the skills as quickly as the rest of the students. It then sets up guidelines that should be followed when students are being considered for redoing their work.
Students should be allowed to redo work but only to a certain point. I know many terachers feel taht if a student is given enough tries he or she will be able to master the material. and this may be true but the wuestion then becomes whether the grading and regrading are worth the improvments that the students is making? This is a difficult question because it depends on each individual student. However, at least some points should be deducted for late work. Not a full letter grade as many teachers do but late work is still late and not penalizing the students is the same as penalizing those that get the work in on time. If they can all get the same grade how is that fair to the students that actually do their work? Redoing work for full credit should be reserved for the circumstances that are unavoidable. For example, if students know they will be given a redo on a test then they will not study for it the first time. When they redo it and get the same or a better grade on the test as teh students who did study it doesn't seem fair. This is hurtful to the students that get things done on time and study for the first test. The idea of analyzing their mistakes and fixing them may be a better idea because then the students must at least know what it is that he or she did wrong and this reinforces leanring and mastery.
Students should be allowed to redo work but only to a certain point. I know many terachers feel taht if a student is given enough tries he or she will be able to master the material. and this may be true but the wuestion then becomes whether the grading and regrading are worth the improvments that the students is making? This is a difficult question because it depends on each individual student. However, at least some points should be deducted for late work. Not a full letter grade as many teachers do but late work is still late and not penalizing the students is the same as penalizing those that get the work in on time. If they can all get the same grade how is that fair to the students that actually do their work? Redoing work for full credit should be reserved for the circumstances that are unavoidable. For example, if students know they will be given a redo on a test then they will not study for it the first time. When they redo it and get the same or a better grade on the test as teh students who did study it doesn't seem fair. This is hurtful to the students that get things done on time and study for the first test. The idea of analyzing their mistakes and fixing them may be a better idea because then the students must at least know what it is that he or she did wrong and this reinforces leanring and mastery.
Chapter 7
This chapter was about how differentiated instruction impacts grading. Grades are interpreted differently for each class. What is a "B" in one class may not be in another. This chapter purposed a new grading system where anything under a "C" was considered "you're not finished yet" rather than a failing grade. There are many suggestions on how differentiated instruction can influence the grade that a students receives. It also discusses the the traditional grade is not necessarily a true representation of the ability of the student. The average may not show whether a students has truly mastered an area of your subject matter. This chapter suggested many ways of correcting and improving the failing grade a students has received without harming the way the assignment is graded.
The grading system we have now does have flaws but people have become so used to it that changing it may cause serious problems. Parents understand how their child is doing when the report card comes home and they see the traditional A, B, C, D, or F. This has become something that people are so used to that changing it would simply confuse them. And the suggestion of giving the average students C's instead of A's would be even more of a shock. If a parent knows that his or her child met the requirements for the assignment they expect them to come home with an A. If we were to change this to a C because it is average work there would be continuous calls from parents wanting an explanation as to why their child did not receive an A. But grades can be a very stressful thing for students. When the parents expect a certain grade and the students does not reach it for whatever reason it becomes a more stressed environment for both the student and the teacher. Also students learn exactly what they need to do to get a certain grade withina certain classroom. This causes students to do what they have to and not really learn the material. This brings another point into play, how does one grade show how a students does on everything? This is highly difficult within the real world and so why do we do it in school? These are questions that do not necessarily have one right answer. An alternative to changing the grade system is a more open grading system. Allowing the students and their parents access to the grades and assignments would help lower the pressure for some students. It would help parents understand how the grades are being calculated and figured while also maintaining the system we already have in place.
The grading system we have now does have flaws but people have become so used to it that changing it may cause serious problems. Parents understand how their child is doing when the report card comes home and they see the traditional A, B, C, D, or F. This has become something that people are so used to that changing it would simply confuse them. And the suggestion of giving the average students C's instead of A's would be even more of a shock. If a parent knows that his or her child met the requirements for the assignment they expect them to come home with an A. If we were to change this to a C because it is average work there would be continuous calls from parents wanting an explanation as to why their child did not receive an A. But grades can be a very stressful thing for students. When the parents expect a certain grade and the students does not reach it for whatever reason it becomes a more stressed environment for both the student and the teacher. Also students learn exactly what they need to do to get a certain grade withina certain classroom. This causes students to do what they have to and not really learn the material. This brings another point into play, how does one grade show how a students does on everything? This is highly difficult within the real world and so why do we do it in school? These are questions that do not necessarily have one right answer. An alternative to changing the grade system is a more open grading system. Allowing the students and their parents access to the grades and assignments would help lower the pressure for some students. It would help parents understand how the grades are being calculated and figured while also maintaining the system we already have in place.
Chapter 8
This chapter expresses the idea that we need to have an understanding of what are standards that we are going to grade by and what are tools to reach the end goal. When we are grading tests and projects we are grading the matter of mastery expressed through the test or the project not that fact that they participated by taking the test or completing the project. It is not appropriate to grade on attendance or effort, only learning. Teachers need to make sure that grades are accurate representations of all of the classroom standards.
Grading is fine the way it is with a few minor adjustments. Adding things like participation and attendance can often serve to add stress to an already stressful situation and therefor decrease learning. However, at my high school, if you had perfect attendance you got 3 extra points on your final grade. If you missed one day you got two, and for two days you got one. It was a great incentive for use to show up to class and often made the difference between an A or a B. I feel that this did help reflect our learning, if we were in class everyday, we were learning one way or another.
Grading is fine the way it is with a few minor adjustments. Adding things like participation and attendance can often serve to add stress to an already stressful situation and therefor decrease learning. However, at my high school, if you had perfect attendance you got 3 extra points on your final grade. If you missed one day you got two, and for two days you got one. It was a great incentive for use to show up to class and often made the difference between an A or a B. I feel that this did help reflect our learning, if we were in class everyday, we were learning one way or another.
Chapter 11
This chapter is about grading. The first topic that is covered in the chapter is the idea of keeping a zero for not turned in work or just giving students a 60 for not doing anything. In the rubric grading there would be a 1.0 in the place of a zero. This would be done to avoid altering the final average so much that it was no longer a reflection of learning. When it comes to gifted students they should be graded according to the level of their giftedness. Grades are weighted across the board and subject to the different weights in each subject. A test is weighted differently then a quiz and a quiz more than homework, so how is grading supposed to be objective? Grading special needs students should be the same as gifted. They are graded according to the level that they are learning at.
While a zero does throw off the average, every student in high school knows by then what happens to their grade when they get a zero. That makes doing the work their responsibility. If they choose not to do the work, the grade is still an accurate reflection of what they have done for the semester. At a real job, not doing the work will get you fired, so what are we teaching the students if we give them 60's for doing nothing? One idea for late work is to take off a smaller amount of points, so the student is still penalized for not doing the work on time, but are still able to attain a relatively good grade. It makes sense to grade gifted students to higher standards because it will motivate them to work harder. The main problem comes when you compare two students. In the don't give zeros senario, a student who does next to nothing may scrape by with a 70. Meanwhile a student who struggles and does all the work could also get a 70. If they were friends or siblings, this would result in some angry parents, but also, it would be tough on the students.
While a zero does throw off the average, every student in high school knows by then what happens to their grade when they get a zero. That makes doing the work their responsibility. If they choose not to do the work, the grade is still an accurate reflection of what they have done for the semester. At a real job, not doing the work will get you fired, so what are we teaching the students if we give them 60's for doing nothing? One idea for late work is to take off a smaller amount of points, so the student is still penalized for not doing the work on time, but are still able to attain a relatively good grade. It makes sense to grade gifted students to higher standards because it will motivate them to work harder. The main problem comes when you compare two students. In the don't give zeros senario, a student who does next to nothing may scrape by with a 70. Meanwhile a student who struggles and does all the work could also get a 70. If they were friends or siblings, this would result in some angry parents, but also, it would be tough on the students.
Saturday, April 21, 2007
Chapter 9 Abstract and Reflection
Abstract- This chapter focuses mainly on ten ways not to grade students. The ten ways not to grade students include grading students according to their behavior and abscences, avoid giving extra credit, and aoid grading on a curve. The chapter states that the ways of grading to stay away from do not correctly reflect students mastery of the material as well as not correctly assessing students.
Reflection- Our group agreed that although their are a few ideas in this chapter the majority of them we don't agree with. The main problem that we had with the authors grading ideas is the fact that h advocates allowing students as many chances to do well on a test or a project. We thought that this is not a good idea because students will not try hard enough the first time. It basically seems like it makes it easier for students to procrastinate. The author also has a definite bias towards not using traditional grades for students which we did not agree with. The chapter did, however, correspond very well with what we all witnessed at MT. Blue. The same debate that we are now having in class is the exact same debate that it heated right now at the high school.
Reflection- Our group agreed that although their are a few ideas in this chapter the majority of them we don't agree with. The main problem that we had with the authors grading ideas is the fact that h advocates allowing students as many chances to do well on a test or a project. We thought that this is not a good idea because students will not try hard enough the first time. It basically seems like it makes it easier for students to procrastinate. The author also has a definite bias towards not using traditional grades for students which we did not agree with. The chapter did, however, correspond very well with what we all witnessed at MT. Blue. The same debate that we are now having in class is the exact same debate that it heated right now at the high school.
Thursday, March 15, 2007
Fair isn't Always Equal Chapter 4 Abstract and Reflection
Abstract
This chapter is about the three different types of assessments. The first type of assessment that was mentioned was a portfolio. A portfolio is used as a form of assessment because of the ability to collect information and artifacts of understanding over a long period of time. the second form of assessment is a rubric, both analytic and holistic. An analytic rubric is the most common type of rubric that is used because it is constructed by the teacher and are very specific to let students know what is expected of them. The last assessment mentioned is the self-assessment. This assessment allows students to recognize where they are in the learning process and can help them track their own progress as the school year goes on.
Reflection
We all agree that it is important to use different types of assessment to evaluate a student's mastery of curriculum content. Each type of assessment needs to be thought of carefully to ensure that each student is represented correctly and their type of learning. Portfolios can be very effective because it represents the student's progress over a long period of time and it contains different artifacts of work that the student has completed.
This chapter is about the three different types of assessments. The first type of assessment that was mentioned was a portfolio. A portfolio is used as a form of assessment because of the ability to collect information and artifacts of understanding over a long period of time. the second form of assessment is a rubric, both analytic and holistic. An analytic rubric is the most common type of rubric that is used because it is constructed by the teacher and are very specific to let students know what is expected of them. The last assessment mentioned is the self-assessment. This assessment allows students to recognize where they are in the learning process and can help them track their own progress as the school year goes on.
Reflection
We all agree that it is important to use different types of assessment to evaluate a student's mastery of curriculum content. Each type of assessment needs to be thought of carefully to ensure that each student is represented correctly and their type of learning. Portfolios can be very effective because it represents the student's progress over a long period of time and it contains different artifacts of work that the student has completed.
Wednesday, March 14, 2007
Fair isn't Always Equal Chapter 1 Abstract and Reflection
Abstract-
This chapter differentiated mind-set and it's rationale. The reason for having differentiated instruction is to create an ideal learning environment for each studendt. Differentiated mind-set is important when it comes to grading and assessing each student on their progress, this also helps teachers and parents understand how their children learn and grow.
Reflection-
Differentiated instruction is very important but can become a very large task when classes have more than 15-20 students. Schools need to work on class sizes and the number of students a teacher sees in a class period in order to help with creating an atomosphere for differentiated instruction.
This chapter differentiated mind-set and it's rationale. The reason for having differentiated instruction is to create an ideal learning environment for each studendt. Differentiated mind-set is important when it comes to grading and assessing each student on their progress, this also helps teachers and parents understand how their children learn and grow.
Reflection-
Differentiated instruction is very important but can become a very large task when classes have more than 15-20 students. Schools need to work on class sizes and the number of students a teacher sees in a class period in order to help with creating an atomosphere for differentiated instruction.
Tuesday, March 13, 2007
Abstract and Reflection chapter 6
Astract- This chapter was mainly about how to create good test questions that asses the true scope of a students knowledge. It states that tests must be created in such a way as to make them not boring for the students, as well as made not to confuse them. One strategy given is to give small tests throughout the unit and not have all of the students grade ride on one final test so as to not make them nervous about having to do really well on the final test. The chapter also discusses how to make tests so that they are easier for the teacher to grade.
Reflection- Tests are a large issue in high school classes. All of us can remember studying and stressing over a big test that made up a large percentage of our grade. We liked the fact that this chapter gave ways in which to make tests easier for students to take while not taking away from truly assesing them. No one likes needless stress and anxiety which tests that are not made well cause. one large problem with tests in a lot of high schools is that students most often put what they know a teacher wants. This is not what learning is supposed to be about. If a student puts their own opinion, can back it up, and shows that they learned the material that should be enough to get a good grade on a test. Tests should not be the measure of how much a student can memorize.
Reflection- Tests are a large issue in high school classes. All of us can remember studying and stressing over a big test that made up a large percentage of our grade. We liked the fact that this chapter gave ways in which to make tests easier for students to take while not taking away from truly assesing them. No one likes needless stress and anxiety which tests that are not made well cause. one large problem with tests in a lot of high schools is that students most often put what they know a teacher wants. This is not what learning is supposed to be about. If a student puts their own opinion, can back it up, and shows that they learned the material that should be enough to get a good grade on a test. Tests should not be the measure of how much a student can memorize.
Wednesday, March 7, 2007
Chapter 5
This chapter is about teiring. The chapter define teiring as "ratching" up or down the challenge level of a lesson or assignmet. By adding or subtracing attributes to increase or decrease the complexity of the lesson or of an assessment. This is done to help adjust to students' specific readiness levels within the discipline. The chapter continues by giving examples of how to tier lessons and assessments including; learning contracts, learning menus, tic-tac-toe boards, cubing,a sunnarization pyramid, Frank William's Tazonomy of Creativity, RAFT(S), and on-word summaries. It suggest that when using a learning contract there is copy made for the student's parent(s) to see as well. Periodic evaluations of the status of the contract and rewording the assignments helps students stay involved in their own learning. Getting the students out of the traditional learning "box" helps them learn better and master the information. Also discussing the types of tiering with colleages helps generate more creative ideas.
Tiering can be usful and hepful to students but also harmful at the same time. Giving the students a say in how and what they learn gives them more of an independent feeling and may motivate them to do more of the work. As long as there are check-ins and periodic meetings on the students success this may be a wonderful idea. However, on the other side there is the risk of a student feeling singled out or less than other students if they are receiving modified assignments. This could make the students less motivated and move him or her more towards the idea of leaving school. This is a risk the is taken when tiering. however, many students do like having a choice in how they show their understanding. This chapter however, was helpful whether the students are more or less motivated. This is one of the more helpful chapters and if the teacher is discrete in modifying the assignments for the students no other student needs to know. This would avoid the whole slef-esteem issue.
Tiering can be usful and hepful to students but also harmful at the same time. Giving the students a say in how and what they learn gives them more of an independent feeling and may motivate them to do more of the work. As long as there are check-ins and periodic meetings on the students success this may be a wonderful idea. However, on the other side there is the risk of a student feeling singled out or less than other students if they are receiving modified assignments. This could make the students less motivated and move him or her more towards the idea of leaving school. This is a risk the is taken when tiering. however, many students do like having a choice in how they show their understanding. This chapter however, was helpful whether the students are more or less motivated. This is one of the more helpful chapters and if the teacher is discrete in modifying the assignments for the students no other student needs to know. This would avoid the whole slef-esteem issue.
Chapter 3
This chapter was about how to assess students in a differentiated classroom. There was an emphasis on pre-assessments to determine student knowledge and readiness to allow the teacher to help students learn effectively rather than trying to teach them things they already know. It also stresses how important it is to act on the information you have collected rather than just let it sit there. The chapter suggests giving students the final assessment at the beginning of the unit so they will know exactly what is expected of them at the end. This way they will pay attention because they will know what they need to be listening for. The chapter also discusses authentic assessment and how important it is for students to be able to connect to the material in a real way. It also talks about avoiding "fluff" assignments and sticking with the ones that have real substance and help the students learn rather than just keep them busy. The other thing the chapter discussed was to remember that there are influences outside of the classroom that factor into a student's academic achievement. A terrible home life can hamper their ability to succeed.
Starting with the end in mind will allow students to see what the important concepts are and they will understand which material essential or desirable. It is good to give students the test at the beginning of the unit, but it would need to be changed before it was given again to avoid having students simply memorize the answers. A multiple choice test would become a perfect A grade if it was given prior to the exam date. It is definitely a good idea to have several assessments over the course of a grading period so the student does not have so many anxiety problems with having one large test that is a huge portion of their grade. One test should not usually mark the difference between passing and failing. Outside factors are also incredibly important, especially when a normally high achieving student suddenly plummets. It may seem intrusive, but it is the teacher's place to try to help the student when it affects their academics or even when it doesn't . The teacher can become a safe adult for the student to talk to.
Starting with the end in mind will allow students to see what the important concepts are and they will understand which material essential or desirable. It is good to give students the test at the beginning of the unit, but it would need to be changed before it was given again to avoid having students simply memorize the answers. A multiple choice test would become a perfect A grade if it was given prior to the exam date. It is definitely a good idea to have several assessments over the course of a grading period so the student does not have so many anxiety problems with having one large test that is a huge portion of their grade. One test should not usually mark the difference between passing and failing. Outside factors are also incredibly important, especially when a normally high achieving student suddenly plummets. It may seem intrusive, but it is the teacher's place to try to help the student when it affects their academics or even when it doesn't . The teacher can become a safe adult for the student to talk to.
Tuesday, March 6, 2007
Chapter 2
This chapter focuses on mastery and how to assess whether students have attained mastery of a subject. It begins by defining mastery as the ability to analyze, evaluate, and create the subject. This includes being able to understand the concepts and apply them to new situations effectively. the chapter talks about assessing students over time or in an in-depth comprehensive test rather than in one simple quiz. Mastery cannot be judged in one day or with mere one word answer questions. This chapter also emphasizes that mastery is not the mere memorization of the material as is usually tested.
It is good how this chapter emphasizes the differences between simply knowing the material and having mastery of material. It is important that students know how to apply what is being taught in situations that they have not encountered before. Being able to do this effectively is the reason behind teaching the material. It is also important that the teachers observe this mastery happening in their own classroom. If they do not see this happening, then they should realize that they need to adjust their teaching methods and how they reach the students. It is also very important that teachers use many forms of assessment to conclude that a students has mastered the material. There are many ways to trick a teacher into thinking that the student has mastered the material. If a test is the only way that the teacher assesses the subject then a student can merely memorize and write in a way that fools the teacher into believing mastery has been achieved. This is why many forms of assessment must be used and incorporated into the cirriculum.
It is good how this chapter emphasizes the differences between simply knowing the material and having mastery of material. It is important that students know how to apply what is being taught in situations that they have not encountered before. Being able to do this effectively is the reason behind teaching the material. It is also important that the teachers observe this mastery happening in their own classroom. If they do not see this happening, then they should realize that they need to adjust their teaching methods and how they reach the students. It is also very important that teachers use many forms of assessment to conclude that a students has mastered the material. There are many ways to trick a teacher into thinking that the student has mastered the material. If a test is the only way that the teacher assesses the subject then a student can merely memorize and write in a way that fools the teacher into believing mastery has been achieved. This is why many forms of assessment must be used and incorporated into the cirriculum.
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