So far we have learned that students need to be ready to learn, be taught in the way that helps them the most, and be encouraged to produce in a form that will help them think the most critically about their learning. So with all types of learners doing all types of different assignments how on earth can teachers fairly grade them? Since WCHS is not going to change its' grading scale to show students progress and what level they work on there are some other ways the authors suggests that can work for a WCHS teacher that are compatible with DI. One good way to accommodate grading in a DI class is to be less specific when entering data into Gradekeeper. Other suggestions are to have students keep a portfolio to track their progress, use "experts of the day" to look at preliminary work, and to cut down on the total amount of grading by focusing on product assignments or tests. No matter what method of grading DI, it will be a challenge to fairly grade students, but with practice and clear communication to students and parents it is possible.
How do you currently grade in your classroom? Will you change how you grade when using a DI unit? If so how?
I grade a lot based on participation. A lot of what we do in class is discussion based and so when they participate they recieve a grade. When we do PBLs they are graded both on project presentation as well as a daily grade for working and not wasting time which I mentioned earlier.
ReplyDeleteI do like the idea of grading them based more on capability and effort. This I think would be very difficult for some students. Especially the quicker learners who are "bored" when doing work because of ease and are not used to pushing themselves.
Unlike Isaac, I grade more on final product - I am often around the room, helping those who want/ask for help and I feel I don't see it all to give an accurate grade. Plus, two might look like they are working on project when they are really researching cleats to buy. I don't know, I worry I don't see it all - I see most but not all. I have always wondered if pass/fail isn't the way to go. I just don't think that will work when we are so used to GRADES. Their passing of a class is determined by grade and even valedictorian is determined by grade not "effort" though most of us could grade a person's effort. It usually shows who put forth effort and who did not.
ReplyDeleteIt would be helpful to have a system that monitors both student effort and student grades. I see April's side, because it is really not fair to give a B to someone who works really hard, but has no clue about chemistry. Nor is it fair to give a kid who just understands chemistry without having to apply themselves a B because they haven't pushed themselves. Such variability is probably why high school diplomas do not count for anything because just because a student has an A does not mean they have above average understanding sometimes it just means they worked hard or had things too modified. On the flip-side it is heart breaking to see kids who do work hard fail because they are forced to take a level of class that at best is challenging for them. Just as April mentioned earlier learning has occurred when a special needs junior uses a period and they should have some way of concretely rewarding that by a grade improvement.
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