C+Wright

Type in the content of your new page here. First Meeting

//What do our grades really mean?// //Why are we here?// //-personally-group discussion on our thoughts about grading// //-PLC-// //-Focus on learning// //-Work collaboratively// //-Be results driven// //-George conversation-// //-concerned about grade inflation/watering down of grades// //-Experts-Kathy quotes from research// //What are our current grading practices?// //What is the difference between a grade of B or C?// //What does a grade of A mean?// //Purposes of Grading--Group discussion of definition/criteria for grades// //-Why do we give grades? List as many purposes as you can.// //-required to// //-sort students// //-communicate achievement// //-work ethic// //The seven perspectives agree or disagree// //-Grading is not essential for learning// //-Grading is complicated// //-Grading is subjective and emotional// //-Grading is inescapable// //-Grading has a limited research base// //-Grading has no single best pract// //-Grading this faulty damages students-and teachers// //Warren Middleton quote--The Committee on Grading// //Bob Marzano--Why would anyone want to change current grading practices? The answer is quite simple: grades are meaningless//

Chapter 1: Setting the Stage

Chapter 2: Fixes for Practices Fix 1--Don't include student behavior ingrades; include only achievement //I agree with this "fix", in fact, I thought is was illegal to grade on behavior. Must do more research.// Fix 2--Don't reduce marks on work submitted late; provide support for the learner //Disagree and I am not sure why the author believes reducing points does not support learner? More data needed to convince me.// Fix 3--Don't give points for extra credit or use bonus points; seek only evidence that more work has resulted in a higher level of achievement. //Disagree--challenges gifted students and helps ones in need// Fix 4--Don't punish academic dishonesty with reduced grades; apply other consequences and reasses to determine acutal level of achievement //Totally disagree and goes against school policy and cultural norms// Fix 5--Don't consider attendance in grade detemination; report absenses separately //I agree, however if a student is not in classroon and does not do the work--what will you grade?// Fix 6--Don't include group scores in grades; use only individual achievement evidence //We spend a great deal of time discussing this very issue. I believe groups scores can work if done properly. In fact, goups work very well in my class.// Chapter 3: Fixes for Low-Quality or Poorly Organized Evidence //I agree with this thinking, however I think it is very difficult to achieve. (Same comment for Fix 7, Fix 8)// Fix 7--Don't organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goals

Fix 8--Don't assign grades using inappropriate or unclear performance standards; provide clear descriptions of achievement expectations Fix 9--Don't assigne grades based on student's achievement compared to other students' compare each student's performance to preset standards //I have always tried to do this--difficult challenge but must be done.// Fix 10--Don't relay on evidence gathered using assessments that fail to meet standards of quality; rely only on quality assessments //Quality assessments is the crucial piece here. Difficult to find.// Chapter 4: Fixes for Inappropriate Grade Calculation Fix 11--Don't rely only on the mean; consider other measures of central tendency and use professional judgement //Jury is still out on this fix. I really don't agree with it.// Fix 12--Don't include zeros in grade determination when evidence is missing or as punishment; use alternatives, such as reassessing to determine real achievement or use "I" for incomplete or insufficient evidence //What is the alternative? You cannot assess what you do not have. How long do you wait?// Chapter 5: Fixes to Support Learning Fix 13--Don't use information from formative assessments and practice to determine grades; use only summative evidence Fix 14--Don't summarize evidence accululated over time when learning is developmental and will grow with time and repeated opportunities; in those instances, emphasize more recent achievement //YES, great in theory. I am not sure how it would settle with parents.// Fix 15--Don't leave student out of the grading process. Involve students; they can--and should play key roles in assessment and grading that promote achievement //This always a good idea--for all that we do for students--not just grading// Chapter 6: Summary and Reflection A complete set of meeting notes, thoughts and reflections can be found on the main page.