J+Barnett

Tuesday 2/26 7-9pm              Total: 2 Monday 3/3/08 4-6pm           Total: 2 Wednesday 3/5/08 4-6pm     Total: 2 Friday 3/7/08 2-4pm              Total: 2 Monday 3/10/08 4-6pm         Total: 2 Wednesday 3/12/08 4-6pm   Total: 2 Sunday 3/16/08 12-3              Total: 3
 * Group Meeting: 15 hours**

Thursday March 6: __2 hours__ Discussed grading and assessments with students in various classes. Most students felt that grades should reflect knowledge, not work turned in. However, many realized that the habits of work are important; it's important to be held accountable during the years before college. Friday March 7: __1 hour__ Explored additional resources, read and commented on discussion topic Sunday March 16: __1 hour__  Explored additional resources, read and commented on discussion topic Tuesday March 18: __1 hour__ Watched video: //Grading and Reporting in Standards-Based Schools// Friday, Saturday, Sunday March 15, 16, 17 Total: __6 hours__: Graded summative assessments. These were essay format exams. I gave students a self-evaluation sheet to turn in with their exams each day, for a total of 3 days of testing. Saturday March 29:__1 hour__ Read through individual pages, discussion questions, and resources. Sunday March 30: __1 hour__Reflected and wrote paragraphs below. Saturday April 5: 1 hour Read through and commented on chapter questions.
 * Individual Hours: 13**

This PDP brought up many important issues regarding assessment. The conclusion of the book is basically that we should only count summative assessments in determining students’ grades; grades should reflect learning, not work or effort. I agree that grades should accurately reflect a student’s mastery of the content. However, I don’t know how realistic it is to expect adolescents to employ the diligence necessary for most students to learn the material and be successful on assessments. Considering our focus on NCLB, I don’t know how we can ensure student success, without requiring students to work. If students don’t work, we can’t measure their progress for remediation or acceleration purposes. If we were teaching adults in a perfect world, rather than children in an imperfect one, I think the fixes could be implemented without issue. However, while it is essential that we teach, assess, and expect mastery of the standards, we cannot ignore the fundamental training that study and work habits instill; we are educating the entire person. So, how do we find a balance in grading that will reflect what students know, while continuing to develop work ethic and responsibility? Developing quality assessments is key; using Backward Design based on the state standards and district requirements, I can ensure that my teaching is aligned with what I expect the students to know and be able to do. As far as work ethic is concerned, I have discussed this issue with my students, and most are interested in having grades reflect their knowledge. Next year, I will continue to provide classwork and homework, but I will make it a small percentage of the final grade, and/or mark it credit/no credit. I will continue to include formative assessments in grades during this trial period, because I think it is important for parents to be aware of their student’s progress. Students who struggle on the formative assessments will be required to remediate with me, during their study hall, my prep, or Friday school, and may improve the original score through this process. Parents will be informed of the grading policy at the beginning of the year, and contacted throughout the year if their student shows poor work habits or performs poorly on formative assessments. If I begin this system, I will make sure that students understand the connection between daily work and assessments. Hopefully, students will rise to the challenge and take ownership in their learning.