Jennifer said: One thing I am getting out of this book that seems important to me is that you don't grade 'practice'. That doesn't mean that you don't give students feedback on how they are doing. It simply means that you don't include in your final letter grade the rubric scores you get when a strategy is first introduced. Your grade should show where they are in the learning at the end of the
Jennifer I will definitely be getting his book. It reminds me of Stiggins work on assessment, which my district is implementing. He talks about "formative" assessment or "assessment for learning" as opposed to "summative" or "assessment of" which is a standards bassed achievement or performance grade and belongs n the report card. I see that I must come to terms with this arema of my teaching world. I know that too often I have "practice" grades on my report card. The sad thing is once again it is a time issue. I need lots of time to create quality summative assessments, and too often you're flying through the week, sometimes creating an assignment on the spot, that looks like it will fit the bill and taking the grade because, well you need it and there it is. I believe this problem is the reason so many teachers avoid the gray area of teaching strategic reading. I am glad to see books being published to help us out with this. Great discussion. Thanks everyone, Gina _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
