Abstract:
This chapter was about grading scales. The two most popular scales for secondary classrooms are the 4-point scale and the 100-point scale. This chapter basically discussed both sides of both of these grading scales. Part of it discusses the flexibility of a 100-point scale, having such a broad choice of grades means you get a better chance to look at how the student worked out the problem or assignment and similar things. Having a 4-point scale usually means you're looking for something (if they have no spelling errors, a couple, some, or a lot). The chapter also discusses combining these two scales; you might grade assignments on a 100-point scale but the gradebook is based on a 4-point scale, or vise versa.
Reflection:
Our group thought this chapter was kind of interesting. There are things about both of the scales that we like, and things that we don't like. The 100-point scale gives you flexibility, but what number constitutes an A or high B differs from school to school. This chapter kind of made us think about some conversations we've had in the past where the idea of eradicating number and letter grades was discussed. It seems like the education system is trying to become more sensitive to the students (receiving a big, red F on your test doesn't really do much for self-confidence). Teachers should find out what grading scale best works for their type of classroom, hopefully one that is fair and accurate.
Wednesday, November 14, 2007
Assessing: Chapter 9
Abstract:
This chapter mainly focused on ten approaches to avoid when you're differentiating assessment and grading. Several things mentioned pertaining to this are avoiding incorporating nonacademic things such as behavior and attendance into the final grade, giving students more than one attempt at mastering the content, avoiding witholding assistance, avoiding assessing students in a way that does not accurately show their mastery, avoiding group grades, and avoiding grading on a curve. Among several others, these are all important things to keep in mind as a good teacher.
Reflection:
Our group thought this chapter was pretty important. We agreed with a lot of things that it talked about. Several of us had the experience of our grade suffering because of a group grade (we would do the work, but somebody else would slack off and the overall group grade would be bad, which affects the final grade). We also liked the idea of avoiding recording zeros for work not done. A zero does a lot of damage to a grade and automatically handing them out for work not finished is not the best method of dealing with incomplete assignments.
This chapter mainly focused on ten approaches to avoid when you're differentiating assessment and grading. Several things mentioned pertaining to this are avoiding incorporating nonacademic things such as behavior and attendance into the final grade, giving students more than one attempt at mastering the content, avoiding witholding assistance, avoiding assessing students in a way that does not accurately show their mastery, avoiding group grades, and avoiding grading on a curve. Among several others, these are all important things to keep in mind as a good teacher.
Reflection:
Our group thought this chapter was pretty important. We agreed with a lot of things that it talked about. Several of us had the experience of our grade suffering because of a group grade (we would do the work, but somebody else would slack off and the overall group grade would be bad, which affects the final grade). We also liked the idea of avoiding recording zeros for work not done. A zero does a lot of damage to a grade and automatically handing them out for work not finished is not the best method of dealing with incomplete assignments.
Assessing Chapter 10
Write a brief abstract of the chapter.
This chapter was about students redoing work. This chapter talked about how it is important that when students redo work they correct what they did wrong and understand why it was wrong and are growing as learners. It also stated that redoing work should be completely at the teacher’s discretion and the teacher can create the terms for redoing work.
How did you connect to the reading and briefly reflect on your thoughts?
I always thought redoing tests and quizzes was stupid. I redid a test last week for the first time since, well I don’t even remember the last time I redid a test. I always thought that late work was late, a failed test was a failed test, and you can do better next time, but this time is over. I think I’m starting to come around to the idea of redoing tests. I’m starting to think that giving second chances might be a good idea, because without them I wouldn’t be writing this right now because it is late.
Tuesday, November 13, 2007
Multiple Intelligences, Chapter 8
Abstract:
This chapter focused on classroom management as applied to the eight intelligences. The focuses include: gaining the attention and/or control of a classroom, disciplining students, transitioning between lessons and activities, creating groups and the effective implementation of class rules. It gives examples of how to cater to each intelligence, from using a low voice to playing a key on the piano.
Reflection:
This chapter outfitted us with many new ways of controlling a classroom in a way that is effective and applicable to different intelligences. Because many of us are very strong in only one or two of the intelligences we do not know a great deal about those that we do not embody in a significant way. This chapter helped by giving us several new ways of approaching multiple situations and the multiple intelligences.
This chapter focused on classroom management as applied to the eight intelligences. The focuses include: gaining the attention and/or control of a classroom, disciplining students, transitioning between lessons and activities, creating groups and the effective implementation of class rules. It gives examples of how to cater to each intelligence, from using a low voice to playing a key on the piano.
Reflection:
This chapter outfitted us with many new ways of controlling a classroom in a way that is effective and applicable to different intelligences. Because many of us are very strong in only one or two of the intelligences we do not know a great deal about those that we do not embody in a significant way. This chapter helped by giving us several new ways of approaching multiple situations and the multiple intelligences.
Multiple Intelligences, Chapter 11
Abstract:
This chapter focused on the use of the Multiple Intelligences to aid special education students who have been integrated into the classroom to perform well. The chapter notes that learning disabilities can take place in all eight of the intelligences. It notes that several significant figures in history have led successful lives intellectually despite their disabilities. The chapter suggests working towards the strengths of students with learning disabilities instead of focusing on what they are not able to do, and teaching a unit through all eight intelligences will help them to be successful.
Reflection:
One of our biggest concerns about going into the field is working with students who have learning disabilities. Christine has never had a student with a learning disability in a classroom where she has been a student, and has never taken a course focused on special education. We hope to learn more in Special Education classes so that we can not only understand our students' disabilities, but we can also effectively teach them according to their intelligences.
This chapter focused on the use of the Multiple Intelligences to aid special education students who have been integrated into the classroom to perform well. The chapter notes that learning disabilities can take place in all eight of the intelligences. It notes that several significant figures in history have led successful lives intellectually despite their disabilities. The chapter suggests working towards the strengths of students with learning disabilities instead of focusing on what they are not able to do, and teaching a unit through all eight intelligences will help them to be successful.
Reflection:
One of our biggest concerns about going into the field is working with students who have learning disabilities. Christine has never had a student with a learning disability in a classroom where she has been a student, and has never taken a course focused on special education. We hope to learn more in Special Education classes so that we can not only understand our students' disabilities, but we can also effectively teach them according to their intelligences.
Monday, November 12, 2007
Assessing Chapter 13
This chapter is about how to set up your grade book in a differentiated classroom. This chapter talks about organizing the grade book based on the standards, objectives and benchmarks. It also talks about grouping grades by weight, categories or dates.
Leigh thinks that the easiest way to arrange a grade book would by dates and assignments. She thinks that it would be simplest to arrange things this way. I think that the idea of grouping assignments by objectives would be interesting because it would align the grade book with the backward design unit. I think that it would also be important to list dates as well because without dates it would be impossible to have a sense of how much time certain objectives took.
Leigh thinks that the easiest way to arrange a grade book would by dates and assignments. She thinks that it would be simplest to arrange things this way. I think that the idea of grouping assignments by objectives would be interesting because it would align the grade book with the backward design unit. I think that it would also be important to list dates as well because without dates it would be impossible to have a sense of how much time certain objectives took.
Assessing Chapter 14
Abstract:
This chapter focuses in the importance of the format of a report card. The Adjusted (Modified) Curriculum focuses on a students' progress. With this a student is examined at the beginning and how far they have progressed to the end. I think this is important, because the most important part of teaching is how much the student has learned. It isn't about how much they know to begin with or at the end if there wasn't any progress made. Another way to grade would be on both progress and where they stand when it comes to the subjects' standards.
Reflection:
While grading on both standards and progress seems important, we can all agree that the most important part of learning is progress. I know that a lot of times students know a subject really well going into a class and haven't learned much of anything, but because they still know everything they are supposed to, they get a good grade; however, did the student really learn anything?
This chapter focuses in the importance of the format of a report card. The Adjusted (Modified) Curriculum focuses on a students' progress. With this a student is examined at the beginning and how far they have progressed to the end. I think this is important, because the most important part of teaching is how much the student has learned. It isn't about how much they know to begin with or at the end if there wasn't any progress made. Another way to grade would be on both progress and where they stand when it comes to the subjects' standards.
Reflection:
While grading on both standards and progress seems important, we can all agree that the most important part of learning is progress. I know that a lot of times students know a subject really well going into a class and haven't learned much of anything, but because they still know everything they are supposed to, they get a good grade; however, did the student really learn anything?
Thursday, November 8, 2007
Assessing Chapter 11
Abstract:
This chapter addresses the problem with zeros in the grade book. Apparently, we should think about exchanging a 60 in the grade book for the zeros. Reason being, all the other grades are only 10 points a piece, but the F has a 60 point range. Also, there is the problem with grading everyone fairly, when one classroom can have a wide variety of learners. Also, grading late work becomes a huge task. How are we supposed to deduct points? Do we deduct points per day, or grade letters per day?
Reflection:
All these are really good points. Most of us think grading late work all up to the teacher. Teachers should make a decision that they want to stick to that they think is fair, and let the students know they aren’t going to budge. Also, putting a 60 in a grade book instead of a zero is such a weird idea. None of us have ever had a teacher that has done that. We decided that if a teacher was to put a 60 in the grade book instead of a 0, a lot of the students that don't put effort into school would probably do even less work.
Monday, November 5, 2007
Assessing: Chapter 8
Abstract:
This chapter's focus was on grading (or not grading) in the classroom. Part of the chapter discusses a situation in which grades are not used, yet we are still able to see that students are learning, understanding, and progressing. Part of the chapter discusses how grading has become such an "essential" part of teaching and learning, and how it has become a kind of "bargaining chip" to get students to complete their work. The chapter also discusses how or if we should grade things such as participation and effort. Effort is an especially tricky topic to grade because sometimes it is difficult to judge how much effort one student may be putting in; effort is also difficult because of the debate of whether or not it is a good idea to deduct a student points for not participating or putting in effort even if they have incredible knowledge and understanding of a topic.
Reflection:
We felt that this chapter was one that discussed a very important topic. We all agreed that too much emphasis is put on grading, on students getting that A that they "need" to get on in life, and on teachers making sure that so many students get As and so many Cs and so many Fs (obviously if there are too many As then the teacher's assignments aren't difficult enough, or too many Fs and they are holding unrealistic expecations of their students). It's possible for students to learn without being graded on everything they do, so why not give not grading a try?
This chapter's focus was on grading (or not grading) in the classroom. Part of the chapter discusses a situation in which grades are not used, yet we are still able to see that students are learning, understanding, and progressing. Part of the chapter discusses how grading has become such an "essential" part of teaching and learning, and how it has become a kind of "bargaining chip" to get students to complete their work. The chapter also discusses how or if we should grade things such as participation and effort. Effort is an especially tricky topic to grade because sometimes it is difficult to judge how much effort one student may be putting in; effort is also difficult because of the debate of whether or not it is a good idea to deduct a student points for not participating or putting in effort even if they have incredible knowledge and understanding of a topic.
Reflection:
We felt that this chapter was one that discussed a very important topic. We all agreed that too much emphasis is put on grading, on students getting that A that they "need" to get on in life, and on teachers making sure that so many students get As and so many Cs and so many Fs (obviously if there are too many As then the teacher's assignments aren't difficult enough, or too many Fs and they are holding unrealistic expecations of their students). It's possible for students to learn without being graded on everything they do, so why not give not grading a try?
DI/Ubd Chapter 8
Abstract:
This chapter is concerned with grading in the classroom: how to be an effective grader and report that grade, and how to report achievement at the same time. The six principles outlined by the book to be used in determining a grade focus on grading the individual by a set of specified learning goals and performance standards that are clearly defined to the child prior to the grading process. There is also an emphasis on grading the individual based on established criteria, rather than on “arbitrary norms” (130). The chapter also explores ways of grading or reporting that take into account both standards and differentiation, which includes a great deal of communication between parent, teacher and student, and having the grade reflect the progress of the individual.
Reflection:
In this chapter Leigh found the idea of a rubric to be particularly helpful when trying to complete an assignment to be absolutely necessary. She felt that feedback is also necessary in order for students to feel confident and comfortable with their grades. Chrissy thought that it makes much more sense to grade a student based on what they are capable of achieving; one student’s “best” work may not be anywhere near another students, and yet they both have done the assignment to the best of their ability, so don’t they both deserve a high mark?
This chapter is concerned with grading in the classroom: how to be an effective grader and report that grade, and how to report achievement at the same time. The six principles outlined by the book to be used in determining a grade focus on grading the individual by a set of specified learning goals and performance standards that are clearly defined to the child prior to the grading process. There is also an emphasis on grading the individual based on established criteria, rather than on “arbitrary norms” (130). The chapter also explores ways of grading or reporting that take into account both standards and differentiation, which includes a great deal of communication between parent, teacher and student, and having the grade reflect the progress of the individual.
Reflection:
In this chapter Leigh found the idea of a rubric to be particularly helpful when trying to complete an assignment to be absolutely necessary. She felt that feedback is also necessary in order for students to feel confident and comfortable with their grades. Chrissy thought that it makes much more sense to grade a student based on what they are capable of achieving; one student’s “best” work may not be anywhere near another students, and yet they both have done the assignment to the best of their ability, so don’t they both deserve a high mark?
Assessing Chapter 7
This chapter discussed the grading system. It talked about how the traditional A,B,C,D,F grading system doesn’t accurately show how well a student has mastered a subject. The letter is just an overall average and does not show any details about the student’s learning. It also talks about how an A in one class is not always an A in another class. The system is very subjective therefore each teacher can assign a different grade to work that is of the same caliber.
We all thought that it was important to make the grades uniform and make sure there were clear distinctions between the different grades. I was reminded of a presentation I went to see at MBHS. The way that the presenter put it was that we need to have definitions for a language or things get confused. The problem with letter grades is we have a language without clear definitions. Chrissy thinks that the old grading system would work if it were done correctly.
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