Chapter+8.++Grading+and+Reporting+Achievement

Previous Chapter Home Next Chapter 1. When teachers believe that grading in a differentiated classroom is difficult, if not impossible, what are the issues and concerns fueling that belief?**

Discussion: One main issue is trying to give the struggling student an appropriate grade based on content standards while recognizing their effort and progress in learning. There is also the issue of fair reporting of having reached (or not) the specified learning goals and performance standards. Gin I agree with Gin. I also feel that I have to document to the world how this struggling student earned an A, so that parents, other teachers, etc know exactly what was done. This takes a lot of time, but I understand why we do it. Somewhere in this chapter it spoke about how students can earn an A, but they all did something different to earn that score. I think that is how it should be and I need to change the way I assess my students. If I am to reach all the students in my class, I can not do it with one assessment for everyone. I need to look at ways to differentiate my assessments. Amy

> **a. To what extent do present grading and reporting practices effectively communicate? To what extent are they accurate and fair?** > > Discussion: > **b. In what ways do current grading practices achieve that goal for academically diverse student populations?** > > Discussion: > **c. In what ways do current grading practices fall short of achieving that goal for academically diverse student populations? In other words, for whom do current grading practices “work” and for whom do they “not work”?** > > Discussion:
 * 2. The authors assert that the primary goal of grading and reporting is to communicate to important audiences, such as students and parents, high-quality feedback to support the learning process and to encourage learner success.**


 * 3. The chapter offers six principles of effective grading and reporting. Examine them individually and discuss which students might learn more effectively if the principle were reflected in grading and reporting procedures—and which students suffer when they are not. Be sure to take into account the impact of grading practices on student motivation.**

Discussion: It was interesting to note (and is very true) that the "A student" will sometimes suffer if they begin to believe that if you are smart, you don't have to study. Or they may work only for grades rather than the benefits and challenges of learning. They will certainly be at a disadvantage when they reach the "real world" with it's problems and situations to solve. Gin

Wow! So, we should not average grades for the whole term, nor should we factor in zeros or lower grades due to late assigments. I agree with the ideals behind this, but not sure how we would execute this. I would really like to explore this more because I agree that a grade should show what the student has learned, and not reflect extraneous factors, but how do we get around this and make sure students are still accountable? Maybe we can give a "responsibility" score or "work habits" score, as the book suggests. And if we did do this, and a student got high grades on the criterion-referenced achievement evaluation, but got very low grades in "work habits", would it even matter to the student or his/her parents? If they are learning, but not completing work on time or at all much of the time, who would care? I don't know. Anyone have any ideas? Lori

I agree with you Lori, WOW. This is different thinking than what I have ever done before, but it really makes sense. I like the idea of giving a responsibility score. It would be great to some, but there will always be those who could care less. This is an area I think we really need to explore more. Amy


 * 4. In what ways might reporting three factors — student** //achievement// **of goals,** //progress// **toward those goals, and** //work habits// **in pursuit of those goals — improve student motivation? Student performance? Parent understanding of student work? Teacher satisfaction with reporting?**

Discussion: It, of course, look like alot more paper work for the teacher. I'm trying to picture how my gradebook would be set up. Would it not drive Power School crazy? :) I certainly can see it being a motivating factor for the struggling student to be rewarded for their hard work and effort. Gin

I agree :) I also think those struggling students would have a better attitude towards school if they could constantly see their progress. They would understand that their hard work did pay off! Amy


 * 5. Review Figure 8.1. What big ideas unify Understanding by Design, Differentiation, and effective grading practice?**

Discussion: The goal is to teach for standards based achievement, allowing for the uniqueness of each student, and communicating high quality feedback that supports the learning process and encourages student success. Gin

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