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Chapter 4 What, How, and When to Grade

Remember the tv show "What Not to Wear" where the hosts restyled a person and gave them a new outlook (both interior and exterior)? This chapter helps us think about "what not to grade." We can develop a new outlook, both from a teacher point-of-view and in how students and parents view grades. What has been your view of formative and summative assessments? What about retakes? How do you plan to adjust your feedback about learning to students?
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Chapter 3 What Grading Looks Like in the Standards-Based Classroom This chapter references the I Can statements so students and educators can get a very specific answer on whether students have gained an understanding of the standards. As a teacher, have you used the I Can statements with your students? If so, what benefit did you see from doing this? If you have not used I Can statements, where might you begin this process?
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Chapter 2 Chapter 2 talks in great length about shifting our thinking about grading. A new grading paradigm is needed if grading practices are going to change. “The new standards-based paradigm is really a philosophy that redefines learning. Learning is defined by the standards--not by what students know, but by what they can do with what they know. Evidence of learning is not repeating information but demonstrating the action of the standard.” Question #2 Think about your current practice. Do you ask students to show what they know or show what they can do with what they know? How can you change a “know” task into a “what they can do” task? How does your feedback to students differ between the two types of tasks?
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Welcome to the Standard's Based Grading Blog for LaSalle and Aquin staff. We generated a lot of ideas and thoughts during our carousal of questions activity on October 12th. We appreciated your honest input. This blog is set up so we can 'discuss' grading. It's not designed to force anyone to think a certain way, but we hope it will allow you to reflect on your own grading practices and to be open to how others see grading.  We all come with our own biases. Some based on being a student, a parent or a teacher. Those biases directly and indirectly impact what we do in the classroom and how we grade. Expectations: We ask that you blog at least ONE time by answering the posted question from the assigned chapter. We encourage you to go back now and then to read what others have posted. You certainly can reply to anyone's post if you so wish. We hope it's a great way to learn and expand your own thoughts on grading.  Happy reading! October 26th Assignment
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