Abstract:
This chapter went in depth on how we as teacher can adjust our assessment process to allow students to earn the grade the shows mastery. There are eight main ideas that this chapter discusses. They are: 1. All redone work is done at teacher discretion. 2. How we would want to be treated as adults. 3. Ask parents to sign the original task or assessment and request the redo opportunity for their child. 4. Reserve the right to change the format for all redone work and assessments. 5. Ask students to create a calendar of completion that will yield better results. 6. Redos and grades. 7. Do not allow any work to be redone during the last week of the grading period. 8. Ask students to staple or attach the original task or assessment to the redone version. Teachers can go about re-do work at their own discretion and determine with the student a set time-line for making up missed work.
Reflection:
The class as a whole seemed to genuinely enjoy this chapter and found it informational. "I really liked the analogy of the person taking a driving test to show that make up work should not be averaged with the original grade." (Simon) People thought that the analogies used in this chapter were really in check and interesting. Most of the class viewed make up assignments as a positive. While people did not always agree on the manner in which it should be handled, but as a majority the class though making up work would allow students to make up for those "off days" we all have.
Monday, October 27, 2008
Chapter 8: Fair Isn't Always Equal
Chapter eight discusses the good and bad things teachers can grade. There are six different reasons given that teachers tend to grade upon. The first three reasons, to document student and teacher progress, to provide feedback to the student and family and the teacher, and to inform instructional decisions, are considered to be good reasons to grade. The last three reasons, to motivate students, to punish students, and to sort students, are considered to be bad reasons to grade students. The reason these are bad reasons is because they do not show mastery of the material. The reason for having grades is to show mastery of the material taught to the students. So by grading students based on those last three reasons, teachers are giving out grades that are inaccurate and do not show how the student mastered the material taught.
The idea of grading effort seemed to be the most popular topic discussed by everyone. It seemed that some people felt that effort should be graded, while others felt that it shouldn’t. The idea of using grades as a motivation, or to punish students was greatly disliked and most people agreed with the book on this idea. All in all, the six reasons for grading that was given by the chapter, were the highlight of the entire chapter.
The idea of grading effort seemed to be the most popular topic discussed by everyone. It seemed that some people felt that effort should be graded, while others felt that it shouldn’t. The idea of using grades as a motivation, or to punish students was greatly disliked and most people agreed with the book on this idea. All in all, the six reasons for grading that was given by the chapter, were the highlight of the entire chapter.
Friday, October 10, 2008
Chapter 7: Fair Isn't Always Equal
ABSTRACT
Chapter seven of Fair Isn't Always Equal discusses the importance or lack of that grades play in a students education. It was stated that grades are overused, and can also be a hindrance for students learning's. Teachers were encouraged to find other ways to motivate students and should offer other forms of feedback. Just putting down a number or letter does not tell how the student performed, it should be explained how that student earned that assessment. There were also tips on what not to do such as not putting frowning faces and not starting students out with a 100 points because it looks like students are losing points and not earning points. Lastly, the idea use to be that a C was the average, now an A or a B is considered average.
REFLECTION
There was a lot of really interesting reactions from the class about grading. Overall we were on the same track for the majority of ideas. This chapter put grades in perspective. Students often work for grades but not for learning or understanding. That was the major idea that was addressed. Students often compete for grades, but what is really important is mastering the content. Lastly, it would ideal for teachers to work together and have similar grading scales to make it more understandable for the students.
Chapter seven of Fair Isn't Always Equal discusses the importance or lack of that grades play in a students education. It was stated that grades are overused, and can also be a hindrance for students learning's. Teachers were encouraged to find other ways to motivate students and should offer other forms of feedback. Just putting down a number or letter does not tell how the student performed, it should be explained how that student earned that assessment. There were also tips on what not to do such as not putting frowning faces and not starting students out with a 100 points because it looks like students are losing points and not earning points. Lastly, the idea use to be that a C was the average, now an A or a B is considered average.
REFLECTION
There was a lot of really interesting reactions from the class about grading. Overall we were on the same track for the majority of ideas. This chapter put grades in perspective. Students often work for grades but not for learning or understanding. That was the major idea that was addressed. Students often compete for grades, but what is really important is mastering the content. Lastly, it would ideal for teachers to work together and have similar grading scales to make it more understandable for the students.
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