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?