Standards-Based Grading and Reporting Handout
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Transcript of Standards-Based Grading and Reporting Handout
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Standards-Based Grading and Reporting
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Pre-assess
Instruction/ Formative
Assessment
Summative Assessment
Data Analysis
Remediation/ Enrichment The
Teaching Wheel
Data Analysis
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What do you want to
accomplish today?
Why?
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Possible Conversion Scale
4 points = 10 points 3 points = 8.5 points 2 points = 7.5 points 1 point= 6.5 points
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Should you give 0s?
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Should you grade homework?
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What about extra credit?
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Start with the
content standard
then assess.
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Save Time
Dont assess until youre confident many students will score proficiently.
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How often do/should you reassess?
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www.threering.com
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Hollas, B. (2005)
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w
Pre-Assessment What A short test or quiz, classroom acAvity, or
knowledge-gathering exercisealways ungraded
When A few days or a week before we start teaching a unit of study to allow planning Ame
Why To nd out what students already know, so we can plan
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Formative Assessment What A simple ungraded acAvity to check in on how
students are doing with new material.
When While teaching a unit
Why To provide direcAon and help us adjust instrucAon for some students or all students
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Summative Assessment What A test, assignment, or other activity
that measures student competency at the end of a unit of learning, always graded
When After teaching a unit
Why To summarize learning and measure students mastery of the concepts we taught
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Entrance/Exit Slip
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Acc
ount
abili
ty
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Feedback
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Socrative App
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President Thomas Jefferson asked Lewis and Clark to explore the territory west of the Mississippi River in 1804 to study the plants, animals, and geography with Sacajawea as their guide to see if the land might be an economic asset to the United States.
Lesson Summary
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Im Done! What Do I Do Now?
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Not Differentiated
Highly Differentiated
Assessment Learning Profile Tiered Activities Curriculum Compacting Learning Contracts Independent Study Flexible Grouping Anchor Activities Learning Centers/Stations Problem-Based Learning Project-Based Learning
One-Size-Fits-All
Differentiated Continuum
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Learning Contracts May Include:
What the student plans to learn How the student plans to learn it How you will assess the activity What working conditions will occur
while the student is learning the content
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Learning Contract Assessment
Student Teacher Yes No Yes No
I selected a topic that held my interest.
I learned something new.
I demonstrated this new knowledge on my chosen project.
I did my best work on my chosen project.
I followed the working conditions.
I asked for help when I needed it.
I would like another opportunity to work on a learning contract in the future.
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Working Conditions May Include:
Work without disturbing others. Avoid interrupting the teacher while
she's teaching. Put forth your best effort. Work on anchor activities if you get
stuck on something and the teacher is unavailable to help.
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Think-Tac-Toe
Verbal/Linguistic Intelligence
Write a report
Visual/Spatial Intelligence
Create a comic strip
Interpersonal Intelligence
Host a talk show
Logical/Mathematical Intelligence
Create a timeline
Intrapersonal Intelligence
Keep a journal
Naturalist Intelligence Compare subject to animal
Visual/Spatial Intelligence
Create a mind map
Musical Intelligence Write song lyrics
Bodily/Kinesthetic Intelligence
Develop gestures