Fair Isn't Always Equal- Chapter 14

Summary:

In this chapter we explore report card formats. According to the author, “in order to continue differentiation’s powerful impact…report card formats must be responsive to our students’ experience, and they must reflect the differentiated practices provided” (173). Some examples of report card formats follow: Adjusted Curriculum- grading students against their own progression (helpful for teachers down the road to see progress, or lack thereof it), The Dual Approach- making a mark indicating a student’s personal progress as well as a mark indicating where the student stands against the standards set for this subject at this grade level (shows where there may be a lot of mastery, but little growth or less mastery, but great growth), Multiple Categories Within One Subject- focus on specific areas of study within each grading period (makes grading fair, not penalized for not mastering entire course, gives credit for individual components), and Continuous Progress Report- in which growth is marked over two or more years (helpful since most course curriculum is a multi-year process for reaching mastery).

Reflection:

When it comes to reporting students’ grades Meghan says “comments are the biggest part of the report card…if the teacher just inserts the grade what it the point?” Luke says he will “definitely be responsive in the way [he] handles [his] report cards.” Heather thinks that the “formats that combine feedback with level of mastery are great and should be utilized in all schools.”

Assess Chapter 13

Meghan Brann

Chapter 13-FIAE

Gradebook formats for the differentiated classroom

Summary-

This chapter is trying to help us figure out what kind of gradebook format we wish you use. They help us do this by laying a few different kinds and explaining them all to us. First off was the gradebook for grading according to standards. This way may help us record more than just one grade for an assignment; yes it may be more work for us recording more but in the long run, but like Heather brought up, it only benefits the students. The next way to set up our gradebook is by assignments by weight or category. The third gradebook was listing assignments by date; you can color code the quizzes, tests, and homework using this format. The last gradebook format was topic based; this is a very specific format. They tell us these are just some of the ways to set up a gradebook, so to keep our eyes open and maybe we will find a way that is perfect for us.

Reflections-

Luke found little to comment about from this chapter, he felt what was talked about was good content but just not a lot was there. Heather did not realize how complex gradebooks could be, I did not either. Both Heather and I said that being exposed to these new ways was good for us but we would need to explore them ourselves more before using a different way.

Chapter 11 ~ Fair Isn't Always Equal

Summary:

Many questions are posed in this chapter, outlining some vary important grading issues faced by teachers. Do you record a zero for not turned in work?- giving this grade would distort the final grade as a true indicator of mastery. How do you grade gifted students? - we need to use a differentiated classroom and choose what is fair for the situation , not what is equal, grades will require special circumstances. It would be a good idea to record two grades for these students- one addressing grade level and one for advanced material. How do you weigh grades?- we should be weighing components of grades based on the complexity and extent of learning achieved on each one. How do you grade late work? - We have to look at whether this is a chronic problem with this student, if so they need to be taught some time management skills, we need to deal with it in a way that allows the student to still be responsible and learn the material. How do you grade special needs students in inclusion classes? - here the special education and the regular education teachers need to communicate and agree on their roles and grading philosophies, so that what best of the student is achieved.

Reflection:

On this topic Meghan believes that "the helpful tips and ideas on how to go about some of the issues [she] will face in [her] own classroom someday will help [her] make an easier choice when those times arise. Heather thinks that these "sensitive issues should be looked at carefully and assessed according to what is best for student success." Luke just "can't wait to stir the pot a bit" on these "very touchy"issues "when [he] gets a job and [has] legal representation."

Chapter 12 FIAE

Abstract-

This chapter was about how we should set up our grading scales. The author talks about how schools each grade with a different scale. He goes on to say that we need to know how we should be grading in our classrooms. The author suggests the use of the 4.0 scale rather than the 100 point scale because the 4.0 scale makes not understanding the content the same range as understanding it a little, understanding most of it and understanding all of it. He goes on to suggest that we use rubrics for most of our assignments. The basic just of this chapter was that we should be all about the learning and get away from the traditional grading. A grade should show how well the student understands the content.


Reflection-

We need to have the students in mind when we think about lesson planning, homework, and especially grading. It needs to be about the learning and grades need to show the students' understanding. It is important that our students know that our classes are about learning and nothing else. School should be about learning, grades should be about learning. We should do everything we can in order to uphold the true meaning of education.

FIAE Chapter 8

Summary:
This chapter discusses grades and how we should administer those grades. There are six reasons to why we grade: 1) to document student and teacher progress, 2) to provide feedback to the student and family, and the teacher, 3) to inform instructional decisions, 4) to motivate students, 5) to punish students, and 6) to sort students. We need to take these reasons, decide which are important and which should not be administered- make up a system that will best benefit your students.

Reflection:
Luke had this to say about grades, “Grades! Grades! Grades! We focus on them, they rule our lives. They are used to do terrible things to students or give them a reward here or there.” Meghan feels that participation should be counted in each class, but made it clear that participation can mean many things, like- “talking in class or in a debate, small group work, or just doing homework on time and correctly.” Heather enjoyed the chapter, but felt that the material was very open-ended and open to interpretation. She said that the one thing that we Do know, however, “is that each student is different” and that is what teachers should really be taking into consideration.

FIAE Chapter 10

Meghan Brann

Chapter 10 FIAE

Conditions for redoing work for full credit

Summary-

This chapter really lines things up for us. They give us some great advice starting with that all the work that going to be redone in our classroom should be done at our discretion. We really need to make sure the reasons the student is going to be redoing the assignment is because of an issue that we are aware of. Also we need to reserve the right to change the format in which the redone homework is done. Sometimes there are situations that need to have special attention or concerns for students and teachers. They also tell us to never average a grade if something is redone. Why would you want to give a student or a parent a not accurate grade of the students understanding? If they earn the grade the next time around, give them the deserved grade then! Heather pointed out to always make sure to have the students pass in their original task and the redone one as well. Luke reminds us to not let the students do any redo work the last week of school, for our sanity.

Reflections-

After reading this chapter we are all in agreement that we will keep this chapter in mind for when we make our own policies on redoes. Heather brings up the fact though we as teachers need to be in tune with our students and their needs, just incase extenuating circumstances do come up and students need the redo or retake. Luke was all for this chapter, and I was happy to just gain some insight on the whole issue.

Chapter 8 DI/UbD

Meghan Brann

Chapter 8 DI/UbD

Grading and Reporting Achievement

Summary-

This chapter is setting up how we as teachers should be considering just how we are grading our students. They gave us an easy 6 principle guide to follow or to at least to make us think about how we are grading. The first principle is “grades and reports should be based on clearly specified learning goals and performance standards.” They want us as educators to make sure our students have clear goals that we laid out for them, so that they will be able to attain a sufficient grade from us. The second principle was “evidence used for grading should be valid”, this principle is saying to make sure we “eliminate factors and conditions” that would confuse our students. The third principle was “grading should be based on established criteria, not on arbitrary norms”. Then the fourth was “not everything should be included in grades”. The fifth was “avoid grading based on (mean) averages”, meaning we as teachers should try to grade our students later in the “learning cycle” rather than in the early stage(s). The sixth principle was “focus on achievement, and report other factors separately.” In the rest of the chapter they talked about achievement of goals, progress toward goals and work habits. Heather pointed out that the author said the grade should not be based on the class average but on how much the student achieves on their own. Luke reminded us that although we would all like to get rid of this concept that the grades do motivate the students not the learning. So grades are important.

Reflections-

Heather picked out her favorite points from this chapter; she brought up the fact that students are labeled, by teachers none the less. Once a student does badly in a class or in school altogether that stigma follows the student, for most likely, their whole school career. How is that fair? Or how is that right? Luke enjoyed this chapter as well. He thinks that the only thing that should affect a student’s grade should be participation. I agree with Luke on that opinion.