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Growing Students Not Grades

Alternative Assessment Systems Growing Students Not Grades

Todd Hilgendorff

on 16 March 2010

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Transcript of Growing Students Not Grades

Growing Students
Not Grades

Julie Murphy and Todd Hilgendorff
Farnsworth Middle School
Guilderland, NY
“If I Learn it’s a Mircal”
How do you grade….
What is Grading?
Research says that grading....
Why something different?
What grade does this deserve?
What is the grade based on?
What does the grade show?
The essay was apparently written in the 1980's by an 18-year-old first-year
student at an urban community college somewhere in New England. He was
admitted to the college as part of an open admissions policy and was assigned to a remedial composition class, for which he wrote the essay. The assignment was to write about an educational experience. It was his first assignment for the course. He dropped out of the course after he submitted the essay.
The student who knows all the information but doesn’t turn in work?
The student who never turns in work and when he finally starts to, words are spelled incorrectly and the answers aren’t completely on target?
The kid who always gets A’s?
What do grades mean?
differs from class to class and teacher to teacher
student/parent view may differ from school/teacher view
How do we define grading?
A measurement of student performance
1.) Should provide students with a clear picture of their progress on specific learning targets.
2.) Should encourage and provide opportunity for improvement
3.) Should be frequent and should include various forms of formative assessment.
Marzano, Robert J. Classroom Assessment and Grading That Work. Alexandria, VA: Association for Supervision & Curriculum Development, 2006.
Student stress
There has to be a better way…..
Alignment of assessment for who and what you teach
Reflect on and strengthen communication of assessment results to school, teachers, students, and parents
Challenge status quo
Students understand where they need improvement
Better communication
Alignment to teaching and teacher planning
Can be less stressful!!
Allows for differentiation
Resistance to change
Can be subjective
Doesn’t easily convert to report cards
What learning targets could this assignment be assessing?
What level did this student reach for each target?
Would you grade them differently now than you would have an hour ago?
Full transcript