EVALUATING CLASSROOM ASSIGNMENTS:
PLANNING FOR GRADING
Deanna Keith, EdD
[email protected]
Liberty University
LU Career Year 2 Workshop
April, 2011
Think about grading like you think about taking a vacation
….
Plan Backwards
Key Points
• Start with Learning Objectives
VIRGINIAS DEPARTMENT OF EDUCATION GENERAL EDUCATION K-12 COMPETENCIES
A. Core Coursework
1. Foundations. Characteristics, legal and medical aspects.
a. Knowledge of the foundation for educating students with disabilities, including:
(1) Historical perspectives, models, theories, philosophies, and trends that provide
the basis for special education practice;
(2) Characteristics of children and youth with disabilities relative to age, varying
levels of severity, and developmental differences manifested in cognitive,
linguistic, physical, psychomotor, social, or emotional functioning;
(3) Normal patterns of development (i.e., physical, psychomotor, cognitive,
linguistic, social, emotional development and their relationship to the various
disabilities);
(4) Medical aspects of disabilities;
(5) The dynamic influence of the family system and cultural/environmental
milieu and related issues pertinent to the education of students with
disabilities;
(6) Educational implications of the various disabilities; and
(7) Understanding of ethical issues and the practice of accepted standards of
professional behavior.
b. An understanding and application of the legal aspects, regulatory requirements,
and expectations associated with identification, education, and evaluation of
students with disabilities, including:
(1) Legislative and judicial mandates related to education and special education
(e.g., the Individuals with Disabilities Education Act, § 504 of the
Rehabilitation Act of 1973, the Americans with Disabilities Act, the No Child
Left Behind Act of 2001, etc.);
(2) Current regulations governing special education (e.g., individualized
education program (IEP) development; disciplinary practices, policies, and
procedures; and alternative placements/programs in schools); and
(3) "Rights and responsibilities" of parents, students, teachers, and schools as they
relate to individuals with disabilities and disability issues.
Key Points
• Think Bloom’s Taxonomy of Learning Domains
Knowledge
Count, Define, Describe, Draw, Find, Identify, Label, List,
Match, Name, Quote, Recall, Recite, Sequence, Tell, Write
Comprehension
Conclude, Demonstrate, Discuss, Explain, Generalize, Identify,
Illustrate, Interpret, Paraphrase, Predict, Report, Restate,
Review, Summarize, Tell
Application
Analysis
Apply, Change, Choose, Compute, Dramatize, Interview,
Prepare, Produce, Role-play, Select, Show, Transfer, Use
Analyze, Characterize, Classify, Compare, Contrast, Debate,
Deduce, Diagram, Differentiate, Discriminate, Distinguish,
Examine, Outline, Relate, Research, Separate,
Synthesis
Compose, Construct, Create, Design, Develop, Integrate,
Invent, Make, Organize, Perform, Plan, Produce, Propose,
Rewrite
Evaluation
Appraise, Argue, Assess, Choose, Conclude, Critic, Decide,
Evaluate, Judge, Justify, Predict, Prioritize, Prove, Rank, Rate,
Select,
Key Points
• Avenues for Assessing Student Learning
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Samples of individual student work
Pre-test and post-test evaluations
Internal or external juried review of student work
Case study/problems
Capstone papers, projects or presentations
Project or course imbedded assessment
Documented observation and analysis of student
behavior/performance
Externally reviewed internship or practicum
Collections of work (portfolios) of individual students
Activity logs
Performances/Skits
Key Points
• What is it Worth?
Grading Policy:
900 – 1000
800 – 899
700 – 799
600 – 699
Below 600
=A
=B
=C
=D
=F
• Show Examples of Your First Assignment / Test
ASSESSING
PARTICIPATION
Discuss the Importance ~
Biblical Integration
• Galatians 5:22-23
But the fruit of the Spirit is love, joy, peace, patience, kindness,
goodness, faith, gentleness, self-control.
Discuss the Importance
DISPOSITION
1. Displays a Sense of Social Responsibility
Fruit of the Spirit: Love, Joy, Peace,
Goodness (Gal 5:22,23)
DESCRIPTION
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2. Demonstrates Commitment / Work Ethic
Fruit of the Spirit: Faithfulness, Longsuffering
(Gal 5:22,23)
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Demonstrates the belief that all students can learn
Provides opportunities and motivation for all students to learn
Demonstrates a sense of fairness, justice, and equity for all
students
Differentiates instruction to meet the diverse needs of all
learners
Demonstrates empathy and sensitivity to human needs
Interacts effectively with students to provide a positive,
structured learning environment where student access,
success, and achievement is priority
Takes responsibilities seriously
Completes assigned tasks on time
Follows through on commitments
Attends class, field experiences, meetings, etc. consistently
and promptly
Shows the self discipline and work ethic essential to be
planned, prepared, and organized for successful instruction
and learning to occur
Demonstrates a persevering commitment to each student’s
learning success
Demonstrates initiative in participating in professional
development opportunities
3. Demonstrates Reflective Practice
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Fruit of the Spirit: Faithfulness (Gal 5:22,23)
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Considers thoughtfully educational matters and the practice of
teaching
Makes choices after pondering ideas and experiences
Learns from journaling and discussions with colleagues
Utilizes data to make informed decisions
4. Displays Personal Integrity
Fruit of the Spirit: Goodness (Gal 5:22,23)
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Models exemplary citizenship through moral leadership
Acts in an ethical and moral manner
Values honesty inside and outside of the classroom
Demonstrates trustworthiness
Maintains confidentiality and discretion
5. Displays Professionalism
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Abides by a professional code of ethics;
o Adheres to proper, formulated chain of command/
expresses a grievance in a dignified, temperate
manner
o Cooperatively collaborates with administrators and
colleagues to form learning communities
o Exercises promptness and responsibility in attendance
for class, field experiences, meetings, etc
o Respects authority, colleagues, students, and others
Exercises temperance
o Effectively manages personal emotions and feelings
and reacts reasonably to situations
o Acts confidently and maturely
o Accepts constructive feedback in a respectful,
appropriate manner
o Demonstrates appropriate behavior; possesses
Fruit of the Spirit: Gentleness, Meekness,
Temperance (Gal 5:22,23)
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Discuss Assessment Criteria
Professionalism Points (7 points per 15 weeks)
Professional Points are earned each week by candidate for punctual attendance,
paying attention throughout class lectures, participating in class and group activities,
appropriate dress and display of dispositions. Putting head down in class, talking
during class with no permission, inappropriate interactions with professor or
others, off task behaviors in class such as text messaging, etc. will result in a loss
of points.
Assessing What a Student
Says and Does
• Listen to the student’s oral reports,
questions, responses, and
interactions with others.
• Observe the student’s attentiveness,
involvement in class activities,
creativeness, and responses to
challenges.
Suggested Actions:
• Maintain an anecdotal record (teacher’s log) book or
folder, with a separate section in it for your records of
students
• For a specific activity, list the desirable behaviors and
specific instructional objectives
• Record your observations as quickly as possible as well
as professional judgment about student’s behavior.
• Write comments that are reminders to yourself, such as
“Discuss observation with the student,” “Discuss
observations with student’s mentor” or “Discuss
observations with colleagues.”
Final Thought
• Create an environment conducive to willing participation.
• Find the balance between curriculum and learning
opportunities.
• Ecclesiastes 3:5
A time to throw stones and a time to gather stones; a time to
embrace and time to avoid embracing.