Grading Practices

Grading Practices

Grading Practices, In the initial baseline survey, many of you professed to have grading practices that included giving extra credit, zeros for cheating or missing assignments, and docking points for late work. The authors in this module (Reeves, 2010, O’Connor, 2010, Chappuis & Stiggins, 2020) disagree with all of those as well as several other common grading practices. Write about why you still believe in those practices, or why your thinking has changed. Are there any of Wormeli’s (2011) 14 tips for allowing do-overs (pp. 22-26) that you agree/disagree with? Why? Finally, Hodges (2019) and Chappuis and Stiggins (2020) make the case for portfolios being able to answer that age-old student question, “Why do we need to know this?” yet they believe that some would make them simple refrigerator art galleries. APA

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Grading Practices

How can portfolios go beyond the simple collection of student work? What are the different types and which one would you use in a classroom? State four reason for NOT giving students a grade of zero; Name five typical grading practices that distort achievement; Explain the rationale for allowing students to redo tests and assignments. Identify how to track achievement, work skills, and behavior results separately. Explain how to involve students in artifact selection and the reflection process. https://www.k12dive.com/news/portfolios-boost-assessment-relevancy-for-truly-transformative-learning/548118/ https://www.youtube.com/watch?v=jduiAnm-O3w&embeds_referring_euri=https%3A%2F%2Ftouro.instructure.com%2Fcourses%2F127553%2Fpages%2Fmodule-9-watch-reeves-toxic-grading-practices%3Fmodule_item_id%3D4258614&source_ve_path=MjM4NTE

Grading Practices

Reference: O’Connor, K. (2010). A repair kit for grading: Fifteen fixes for broken grades (2nd ed.). Saddle River, NJ: Pearson, 13. How can portfolios go beyond the simple collection of student work? What are the different types and which one would you use in a classroom? State four reason for NOT giving students a grade of zero; Name five typical that distort achievement; Explain the rationale for allowing students to redo tests and assignments. Identify how to track achievement, work skills, and behavior results separately. Explain how to involve students in artifact selection and the reflection process.