Chapter fourteen of fair isn’t always equal is all about setting up the all powerful report card. The chapter talks about how there are multiple ways to set up a report card and gives three different examples of different report card formats. The first system it suggests is a system of letter number combinations. In this set up students are given a letter grade based on mastery shown and a number grade based on effort or growth shown. The second format is a standards mastery format in which students are given a report card that lists what standards they need to master and to what degree they have all been mastered. Finally the chapter talked about the modified report card which is a report card set up in a way so that students in a gifted program and students in a special needs program have there needs met.
As a group we were surprised by how many ways that there were to set up a report card I mean after all isn’t a report card a report card? After reading the chapter each of us sort of picked a grading style that we liked but we did have one overarching question. Because we will unfortunately have to fallow whatever format that are district has for making report cards how should we attempt to put the better feedback onto the report card if the report card format where we work doesn’t already contain a way for us to do so can you attach things to report cards? who do you talk to if you want to make a change?
Tuesday, December 11, 2007
Wednesday, December 5, 2007
Synthesis Chapter 13 Assess
This chapter discussed the different ways to set up gradebooks that support a differentiated classroom.
Some of the various ways that were shown were separating by the standards that each assignment met, separating the gradebook into topic sections, arranging the assignments so that all assignments weighted the same amount are together, etc. Lastly (and most traditionally), the book also mentioned arranging the gradebook chronologically by assignment, which allows you to see the student's growth over time.
Each of these set-ups, though seemingly different from each other, have one thing in common; they all support differentiated instruction by creating a set-up that is conversation friendly. All of these systems create a list of grades that are more than just numbers. They all, in one way or another, support the idea of student growth and enabling teacher/student or teacher/parent conversations about the grades. They give them meaning, a sense of growth and a goal to be aimed at.
Some of the various ways that were shown were separating by the standards that each assignment met, separating the gradebook into topic sections, arranging the assignments so that all assignments weighted the same amount are together, etc. Lastly (and most traditionally), the book also mentioned arranging the gradebook chronologically by assignment, which allows you to see the student's growth over time.
Each of these set-ups, though seemingly different from each other, have one thing in common; they all support differentiated instruction by creating a set-up that is conversation friendly. All of these systems create a list of grades that are more than just numbers. They all, in one way or another, support the idea of student growth and enabling teacher/student or teacher/parent conversations about the grades. They give them meaning, a sense of growth and a goal to be aimed at.
Tuesday, December 4, 2007
Assesing Chapter 7
Assessing chapter 7 is about the different variables that grades can test. The chapter suggests that grades can test how well a student is at memorizing material or just how well they can take tests. The chapter also explains that students can find grading scales confusing, because a B grade in one class may match up to a D grade in another and that in an ideal world all teachers would standardize what it takes to get each grade. But sadly this isn’t an ideal world. The chapter goes on to explain that if we want to make good grades and assessments, then we must grade our students so that grades are a measure of learning.
As a group we found this chapter very interesting. We did come at the chapter in several different ways however. Some viewed it with shocking realization about their teaching methods, others looked at it as a way to better connect with the reading from previous chapters, and still others tried to look at the chapter through the eyes of our future students
As a group we found this chapter very interesting. We did come at the chapter in several different ways however. Some viewed it with shocking realization about their teaching methods, others looked at it as a way to better connect with the reading from previous chapters, and still others tried to look at the chapter through the eyes of our future students
DIUBD Chapter 10
DIUBD chapter 10 is a summary of the entire book. It talks about stage one, stage two, and stage three and how we can apply them into a classroom properly today. The chapter then goes into a discussion that includes advice from teachers and other help full ideas such as don’t be afraid to try something new and when you do try something new don’t just throw it away after one try. Feel free to try it multiple times, because what doesn’t work for one group of students may work for another.
As a group we thoroughly enjoyed this chapter we felt that it provided a valuable overview and gave us a lasting resource that we could use to teach others about DIUBD. We also liked that the chapter sorted of reminded us that lesson planning was not something that is easy, but that it is all worth it in the end when the kids are learning.
As a group we thoroughly enjoyed this chapter we felt that it provided a valuable overview and gave us a lasting resource that we could use to teach others about DIUBD. We also liked that the chapter sorted of reminded us that lesson planning was not something that is easy, but that it is all worth it in the end when the kids are learning.
Fair Isn't Always Equal; Assessing & Grading in the Differentiated Classroom - Chapter 12
Book: Fair Isn’t Always Equal - Wormeli
Chapter: 12 – Grading Scales
Write a brief abstract of the chapter:
Chapter twelve is about the debate between the two main types of grading scales: 100-point and 4-point scales. The main argument of the chapter is that the 4-point scale is a better choice of the two. It is better because smaller scales make individual distortions less likely. The 4-point scale is based off of expectations based rubrics. A 4-point assignment is broken down into steps, and the student receives credit for the steps they completed, versus on the 100-point scale students are only responsible for the final answer, and receive no credit for the process it took to get there. The 4-point scale is truer to the differentiated idea of student mastery.
We liked this chapter. The four point scale grades with rubrics, which incorporate many aspects of learning, not just the final answer. In a differentiated classroom the process of learning is the most important thing, so why are we using a system (100-point) that directly contradicts the progress we are trying to measure?
Monday, December 3, 2007
Synthesis Chapter 10 Assessing
This chapter talked about redoing assignment for credit. It gave teachers various methods of preparing for and actually having redos. The first and most important thing discussed was the fact that the redone assignments need to be done at the teacher's discretion. By doing this, the teacher has placed her or himself in a position of "full coverage," when it comes to parents and students. Another idea mentioned was to have students get their original work signed by parents in order to keep them informed of their progress and of the fact that they needed to do a retake.
Another concept discussed that we as a group felt was necessary was to change the formatting of any redone work. This ensures that all students are genuinely learning as opposed to memorizing material, as well as engaging in higher order thinking (for example, if you gave an experiment for the retake instead of a second written test).
Our group felt that this chapter was extremely necessary because it is a topic that is very controversial and was discussed at length during our classroom portion of practicum, both in seminar with Beth and in our actual schools. We also felt like parents being included in the process was a fairly good idea, along with having some sort of sign-and-return contract at the beginning of the year for parents and students to sign regarding retake policies.
Another concept discussed that we as a group felt was necessary was to change the formatting of any redone work. This ensures that all students are genuinely learning as opposed to memorizing material, as well as engaging in higher order thinking (for example, if you gave an experiment for the retake instead of a second written test).
Our group felt that this chapter was extremely necessary because it is a topic that is very controversial and was discussed at length during our classroom portion of practicum, both in seminar with Beth and in our actual schools. We also felt like parents being included in the process was a fairly good idea, along with having some sort of sign-and-return contract at the beginning of the year for parents and students to sign regarding retake policies.
Synthesized Chapter 9 Assessing
Write a brief abstract of the chapter.
This chapter covered ten approaches to avoid when differentiating instruction and grading assessments. The author gives each approach within the text and then explains in depth why this “approach” should be avoided if you really care about differentiating your instruction or grading fairly. The first approach to avoid is incorporating nonacademic factors such as attendance, behavior, and effort into the final grades. The second approach is avoid penalizing students multiple attempts at mastery. Third is avoid grading practice such as homework which is meant as more of a study tool then an assessment although it can be used as a formative assessment. The next thing to avoid is withholding assistance with the learning when it’s needed, with and emphasis on when it’s needed. Teachers must realize when it is necessary. Next comes avoiding assessing students in ways that don’t accurately show their mastery. Avoid allowing extra credit and bonus points is the next approach. The seventh thing to avoid is group grades which are unfair to students that get paired with someone who doesn’t do their work. AVOID GRADING ON A CURVE is the next approach and one I completely agree with. Next is avoiding recording zeros for work not done, instead you should assume the assignment is incomplete. The last approach to avoid is using norm-referenced terms to describe criterion- referenced attributes.
How did you connect to the reading and briefly reflect on your thoughts?
I thought this was a great tool for us as teachers and I really liked the idea of avoid grading on a curve, because it doesn’t make any sense! Aaron disagreed with #9 which said don’t put zeros in for incomplete work, and he made his case in class the other day. Mackenzie liked the chapter because she thought some of the points were controversial and made her think, as well as thinking the chapter was very reader-friendly. Renee loved the chapter and agreed with everything it said. She loved the idea of putting learning before grades.
This chapter covered ten approaches to avoid when differentiating instruction and grading assessments. The author gives each approach within the text and then explains in depth why this “approach” should be avoided if you really care about differentiating your instruction or grading fairly. The first approach to avoid is incorporating nonacademic factors such as attendance, behavior, and effort into the final grades. The second approach is avoid penalizing students multiple attempts at mastery. Third is avoid grading practice such as homework which is meant as more of a study tool then an assessment although it can be used as a formative assessment. The next thing to avoid is withholding assistance with the learning when it’s needed, with and emphasis on when it’s needed. Teachers must realize when it is necessary. Next comes avoiding assessing students in ways that don’t accurately show their mastery. Avoid allowing extra credit and bonus points is the next approach. The seventh thing to avoid is group grades which are unfair to students that get paired with someone who doesn’t do their work. AVOID GRADING ON A CURVE is the next approach and one I completely agree with. Next is avoiding recording zeros for work not done, instead you should assume the assignment is incomplete. The last approach to avoid is using norm-referenced terms to describe criterion- referenced attributes.
How did you connect to the reading and briefly reflect on your thoughts?
I thought this was a great tool for us as teachers and I really liked the idea of avoid grading on a curve, because it doesn’t make any sense! Aaron disagreed with #9 which said don’t put zeros in for incomplete work, and he made his case in class the other day. Mackenzie liked the chapter because she thought some of the points were controversial and made her think, as well as thinking the chapter was very reader-friendly. Renee loved the chapter and agreed with everything it said. She loved the idea of putting learning before grades.
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