At a Glance - Module 14

At a glance image

Quote for Module 14
Grades are necessarily equivocal. We already "tinker" with grade books, take into account student circumstances when we assign grades, and certainly are influenced in our grading by our attitudes about and expectations for given learners. Acknowledging the messiness of grades rather than clinging to a sense that they are somehow pure, objective, and totally verifiable might at least begin a new discussion about grading and reporting.
Carol Ann Tomlinson and Susan Demirsky Allan, Leadership for Differentiating Schools & Classrooms, ASCD, 2000.

In this module
You will continue your multi-week implementation project while exploring the complex concept of grading. Several approaches to grading and record keeping will be presented along with suggestions for implementing these ideas in a differentiated classroom.

Major Topics

  • Student evaluation
  • Record keeping and grading

Activities

  • Read, “Grading, Recording and Differentiated Instruction”
  • Read, “Record Keeping in a Differentiated Classroom”
  • View PowerPoint, “The Role of Assessment and Grading in a Differentiated Classroom”
  • View Assessment Examples
  • Go to the site: http://www.ncrtec.org/tl/sgsp/index.html
    • Read, “ Using Scoring guides vs. Rubrics”
    • Read, “What is the Definition of a Student Product?”
    • Read, “ Information for the Collaborative Evaluation Process”
    • Read, “Information for Individual Teachers”
    • Read, “Scoring Guide for Student Products”
  • Further explore rubric development with a visit to the web sites:
  • Using the contract from Module 13, develop a contract for your classroom (optional)
  • Create at least one student evaluation
  • Create at least one evaluation rubric for/with your students
  • Create at least one checklist
  • Post a response to the prompt in the discussion forum # 14

Outcomes

  • Creation of scoring guides, rubrics and checklists
  • Understand the importance of grading and record keeping within differentiated instruction
  • Reflect on implementation progress

Guiding Questions

  1. How is grading in a differentiated setting similar to grading in a traditional setting; how is it different?
  2. What issues do you need to address when considering grading in a differentiated classroom?
  3. What approaches or techniques will benefit you and your students as you consider grading in a differentiated classroom?