1 / 9

Marzano’s Grading And Assessment That Work

Marzano’s Grading And Assessment That Work. Jana Hoover Stephanie Parker Apryle Douglas Jennifer Wilson Mark Jester. Chapter 3 – Grading.

emmet
Download Presentation

Marzano’s Grading And Assessment That Work

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Marzano’s Grading And Assessment That Work Jana Hoover Stephanie Parker Apryle Douglas Jennifer Wilson Mark Jester

  2. Chapter 3 – Grading “Teachers translate student response patterns into scores on a scale that represents progression of understanding and skill for a given measurement topic” (Marzano, 2006). Grading based on a 4 point scale where a 4 would equate to 90-100, 3 = 80-90, 2 = 70, and 1 is in the 60s and 0 is lack of any skills even with teacher help. The difference between a 0 and 1 is how much impact can be derived from teacher guided instruction to determine if the incorrect answers or blank answers can or cannot be answered with guidance.

  3. Chapter 4 Text Discussions Discussed impact of leveling questions. Students have corrected tests and quizzes to their benefit. There are still students who are not taking advantage of opportunity to correct. Example Test • Knowledge can be categorized by three types. • Type I : basic skills • Type 2 : more complex ideas and processes • Type 3 : beyond what is taught in classroom

  4. Chapter 5 • This chapter discusses two forms of progress tracking: student and teacher • Students should track their own progress. • Teachers should use a method of mounting evidence to “estimate students’ final status” (Marzano, 2006).

  5. Chapter 6 • Students should not receive a 0 for a missing assignment, rather this should be reflected in the work completion/ethic topic. • Assigning the 0 does not represent a true measurement of student’s learning. • Discussion of how to translate the 0-4 scoring method to a grade. Various methods exists so it is beneficial to examine which is the best measurement. What does this mean for us? • Currently this is ineffective due to work ethic not being part of the overall grade. • For this to be effective we need to incorporate work ethic/completion into our grade books as an actual grade that can impact overall student performance.

  6. Chapter 7Report Cards Report Cards should contain the following: Standards tested during the grading period. Key explaining what 0-4 grading represents Scoring for Life Skills topics Bar graph showing mastery levels

More Related