I am not sure that this is not just a matter of honoring children through conferencing and expectation. It seems to me to ge beyond a discussion of grades. Perhaps that is why teaching is an art and not a science.
Lori On Tue, 06 Feb 2007 06:48 , Bill IVEY <[EMAIL PROTECTED]> sent: >"A list for improving literacy with focus on middle grades." >[email protected]> on Monday, February 5, 2007 at 11:59 PM -0500 >wrote: >>If they both met the criteria of the rubric then they both have earned >>the grade. Is it possible to differentiate assessment in the future? > >Hi! > >That's what I'm thinking too. Maybe my real question was how to go about >doing that when we're talking purely about thought processes - >sophistication, complexity, degree of abstraction - especially as that's >tied to developmental level, i.e. some kids' brains just aren't quite >ready for the same depth of abstract thinking that others' are. Is there a >developmentally appropriate, objective way to judge that? Or is there >another direction I should choose for further differentiation? > >Take care, >Bill Ivey >Stoneleigh-Burnham School > > >_______________________________________________ >The Literacy Workshop ListServ http://www.literacyworkshop.org > >To unsubscribe or modify your membership please go to >http://literacyworkshop.org/mailman/options/ lit_literacyworkshop.org. > >Search the LIT archives at http://snipurl.com/LITArchive _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
