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DILT September 12, 2012

DILT September 12, 2012. At What Price?. Describe a grade you received that was a flagrantly inaccurate representation of your achievement in a course of study? How do believe that grades you received in school were not an accurate representation of your achievement? . Payson Wallace Lane.

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DILT September 12, 2012

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  1. DILT September 12, 2012

  2. At What Price? • Describe a grade you received that was a flagrantly inaccurate representation of your achievement in a course of study? • How do believe that grades you received in school were not an accurate representation of your achievement?

  3. Payson Wallace Lane

  4. Why Change the Current Grading System? • We Consider Factors Other Than Academic Achievement when Assigning Grades • We Weight Assessments Differently • We Misrepresent Single Scores on Classroom Assessments • We compare students against each other instead of what they need to learn (standards) (Source: Transforming Classroom Grading by Robert Marzano)

  5. Fix #7 Don’t organize information in grading records by assessment methods or simply summarize into a single grade; organize and report evidence by standards/learning goals.

  6. “The use of columns in a grade book to represent standards, instead of assignments, tests, and activities, is a major shift in thinking . . . Under this system, when an assessment is designed, the teacher must think in terms of the standards it is intended to address. If a (test) is given that covers three standards, then the teacher makes three entries in the grade book for each student - one entry for each standard - as opposed to one overall entry for the entire (test).” Marzano, R., and J. Kendall, A Comprehensive Guide to Developing Standards-Based Districts, Schools, and Classrooms, McREL, Aurora, CO, 1996, 150

  7. Fix #7 “The principal limitation of any grading system that requires the teacher to assign one number or letter to represent . . . learning is that one symbol can convey only one meaning. . . . One symbol cannot do justice to the different degrees of learning a student acquires across all learning outcomes.” Tombari and Borich, Authentic Assessment in the Classroom, Prentice Hall, 1999, 213

  8. What Are Grades For? • On Post-it Notes write what you like and do not like about the sample Standard Based Grading Report Cards. • Place them on the chart at your table. • As a group place statements into themes and be prepared to share thoughts with the entire group.

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