grading-workshop-returning1 by qingyunliuliu

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									Survivor . . . Irving

        GRADING

Vannetta Chapman
1st Floor, English
Survivor . . . Irving

    You survived last
     year – YIPPEE!

  You’re a
survivor . . .
Reasons teachers still don’t want
   to talk about grading . . .




         Rick Wormeli “Fair Isn’t Always Equal”
How about we
trash all that?
              For 60 minutes . . .

   Let’s play, Survivor!
   Close your computers.
   Stop thinking about how stupid this is, after all
    you probably heard it last year!
   Quit worrying about all you have to do.
   Let’s talk about kids, and learning, and
    assessing that learning.
   Let’s discuss what worked and what didn’t.
A useful definition . . .
   A grade represents a clear and accurate
    indicator of what a student knows and is
    able to do – mastery.
   Grades document the progress of students
    and our teaching.
   We provide feedback to students and
    parents
   We make instructional decisions.
                                    ~ Wormeli
You might want to forget last year,
but . . .

   On your card
    write down the
    name of the
    teacher you
    respected the
    most last year.
Let’s take a short walk . . .
              . . . down memory lane.
   REVEAL!
Let’s take a short walk . . .
                . . . down memory lane.

   On your card
    write down the
    name of the
    teacher you          Are you crazy? I don’t
    respected the        want to know that. They
                         might even be in this
    least last year.     room. They might be ME!
Remember there is a difference . . .


  So there is a different between
   demanding, having high
    expectations, and being fair.
Remember there is a difference . . .


  Anyone have an example (an
    anonymous example) from last year?
   Of fair?

   Of unfair?
 Remember Irving ISD policy
 states FAIR is . . .
Three fourths ( 75%) of the total six week grade will consist of
  daily grades. At least two grades and/or evaluations will be
  given each week. These grades can consist of written
  assignments, oral assignments, notebooks (which should not
  count more than a major test grade), compositions,
  laboratory projects, homework, unit/departmental tests, class
  participation, independent practice completed in class, special
  projects, and criterion referenced tests. The daily grades
  should be an appropriately balanced representation of the
  work done during the marking period. Six week tests will
  count one-fourth (25%) of the total six week grade. A six-
  week test will be an evaluation of material covered during the
  grading period.
What grade ratios did you use last
year?

                       YOU!




    ____ / _____
                      Did it work?
    daily  test
What grade ratios did you use last
year?

                        YOU!
I used

    65 / 35
                    It worked, for me.
    daily test
    To SURVIVE, and avoid Mr. Wall’s
    office, remember . . .
no one grade should count for more
 than 25% of a student's grade. If your
    percentages are 65 (daily) / 35 (test) then you
    must give more than one test.

   Who gave only one test per six weeks?
   Anyone want to admit to that?
                   DIFFERENTIATION

DIFFERENT-i-a-tion
“doing whatever it takes to
  maximize students’
  learning at every turn,
  including giving them the
  tools to handle anything
  that is undifferentiated.”
  (Rick Wormeli)
DIFFERENTIATION                Vote me off.
                               Send me
   This is me, shutting down, home. I’m
    because I hate words like  ready for
    DIFFERENTIATION.           tribal council!
   Buzzwords make me crazy
    (er).
   So let’s substitute some
    pictures instead.
DIFFERENTIATION
            DIFFERENTIATION

•You can not, and should not, grade these
students the same.
•It’s wrong.
•It’s unfair.
                 He’ll help
•It’s illegal.
                 you
                 survive.
 Cumulative Files

How many files did you look at
 last year?
Be HONEST!
REVEAL!
What did you find that
surprised you?
When was it helpful?
When was it a waste of time?
Other ideas . . .
warm-ups anyone?
 Combined or singular?
 Paper or computer?

Will probably be
 required this year.


WHAT’S THE POINT?
 Layered Curriculum

Who tried it? How many times?
Be HONEST!
REVEAL!
Layered Curriculum . . .
What worked?
What didn’t?
What will you do
 differently?
More ideas . . .
Any One-on-One
  Grading?

Visual Grading?
  More ideas . . .
    TYPES OF GRADING
    How did Blackboard
      work for you?
Let me brag on “my teachers” just a little.
English 10th graders went from 64% passing in 2004-
   2005 to 93% passing in 2005-2006.
I think it’s because, to a large degree, we shared.
   Especially Blackboard material.
Find someone to share with!
Modify, extend, and hit the middle.
Last year we talked about using all
of these.
1.   Rubrics
2.   Self-Assessment
3.   Grade sheets
4.   Progress Reports
5.   Parents
6.   Extra Credit
7.   Other teachers/ your vp
                              Your
                              turn!

REVEAL – green
 sheets only!!

If you have the yellow
sheet, go to someone with a
green sheet and ask them
about their success!
                                  Your
                                  turn!

Let’s REVERSE!


If you have the green sheet, go
to someone with a yellow sheet
and ask them about their
success!
Last year we talked about using all
of these.
1.   Rubrics
2.   Self-Assessment
3.   Grade sheets
4.   Progress Reports
5.   Parents
                               I’m certainly going to
6.   Extra Credit
                               change some things this
7.   Other teachers/ your vp   year. . .
Parents
                         Howler
                         monkey, aka
                         Chapman


We talked about this earlier.
How did parental contact, or the lack of
  parental contact affect your grades?
  Extra Credit
                              Another
                              picture of me
I think I’m going to cut back on this. Although it helped
   students “buy in” to my class, I want to challenge
   them more than I did last year.

   “be very cautious with extra credit and bonus points,
        using them only to entice students, but never to
  substitute for or significantly alter a grade.” (Wormeli)
Final notes . . .

Late work and zeroes
If an     A is a 90
          B is an 80
          C is a 70

         ___ is a 0?   Do you really
                       want to give a
                       student a K-?
      Just THINK about it . . .

“Adjusting zeroes to sixty is not giving
  students something for having done
  nothing. It’s adjusting the grading scale
  so that . . . each grade has an appropriate
  amount of influence.
Marking zeroes as sixties still means the
  student failed.”


              Rick Wormeli “Fair Isn’t Always Equal”
Final notes . . .

Re-do’s
Should students get a second chance?

Let’s VOTE!
REVEAL!
Re-do’s . . .

If it gets the students back into the material
   one more time, it might be a good idea.
   (How can it be bad for them to go over
   vocabulary one more time?)
I still REQUIRED students achieve an 85! I
   built it into my Adaptive Release lessons.



                         Me!
Re-do’s . . .

Re-do’s
I still didn’t do that “end of six weeks”
  thing.



   Take a few points off, but not a whole letter
 grade. A whole grade lower is punitive, a few
            points off is instructive. ~Wormeli
If you allow re-do’s . . .

DON’T average the 2 grades. A 40 averaged
 with an 80 equals 60.
The student manages to double their
 mastery, but we reward them with a 60?
                          Why
                         bother?



                        Maybe just cap it at an 85.
  Final notes . . .
Re-do’s
Reserve the right to change the format of all redone
  work or assignments.

So instead of taking that multiple choice test over and
  over, I might give a student a 5 question oral or
  written exam. (I also use pools so the questions will
  change.)

Have parents sign the original work before a student can
  redo an assignment.
Final notes . . .
Re-do’s
It’s always done at the teacher’s discretion.
   State this in your introductory letter.

(If a student is regularly refusing to do your
   work, you can refuse to let him redo. A better
   plan of attack might be to meet with the
   parents and figure out what is going on.)
Final notes . . .

Group Grades
Please avoid them.
They are so unfair, and I hated them
  personally when I was in school.
You can still have group projects, but
  grade individually.
Final notes . . .

Homework

“Homework is practice, not a
  demonstration of mastery,” (Wormeli)

So weight it accordingly.
Final notes . . .

Participation

PLEASE remember the ESL student is
  often a SHY student.

At least allow an alternative format, such
  as discussion boards.
Final notes . . .

Grade cut-off

Anyone try cutting their grades off early?
Final notes . . .

Remember, you are responsible for
 rating EACH of your students in 5
 areas (ES Grades).
The key word this year is
 professionalism, so be professional
 and keep up with your ES grades.
Remember to teach

It is not all about the assessment. You’re
  hired to teach. If you do so in an
  organized way, the assessment will be
  much less difficult.
If you find yourself grading all the time, step
  back and re-assess what you’re doing with
  your class time.
P.S.


Please email me
If you have questions about any
  handouts, questions, procedures, etc.




  All errors, omissions, and distortions of reality are my own.

								
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