The problem is grades! Why can't we have grades that say just what you said, that describe exactly what a child CAN do and what the child needs to do next. That is why I loved the Learning Record. I do realize that many of you don't have choices in today's crazy environment but you need to remember that the whole idea of one grade to represent something so complex as children learning to read is CRAZY. I liked Atwell's challenge - she had to give a grade but she based the grade on her own values...for example, kids had to show where they took a risk, you could include their ability to articulate their thinking (from say a self assessment), and you could of course make part of the grade something that compared with regard to achievement - like say a district writing sample where the score was based on a healthy rubric. Kids and parents needs some sense of that without making it the whole or most important things. You can see Atwell's ideas on this in In the Middle. I recall that grading in Australia went the same way where no one assessed every work sample at all.
I do grade this way at the university level - It's A or incomplete till I can help you reach A. They have to provide work that shows they meet the various goals of the class...and some basic rubrics that go with some of the possibilities. They can revise and get response as much as they like. They present a course portfolio. It is very hard for some of my students but in the end almost all say they learned a valuable lesson about what it means to learn instead of churn out work for a grade. I have this book and haven't had time to read it yet but will soon!!! I am thinking that we don't have complete freedom but we can adjust the things demanded of us in small ways that will make a difference!! Sally On 9/16/06 11:14 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > > Laura > YES! > I would have struggling readers that really have mastered say "making > connections" but they can't do it in grade level text. They can do it when I > read > to them or in text that is below their grade level standards. So, what do I > grade them? They are awesome thinkers at a second grade level but are in the > fourth grade. SO, how do you make a grade reflect that? > I am beginning to think that it comes down again to having a discussion. > What should visualizing or inferring look like for, say, a third grader. Then > once we have consensus on what the standard should be, then maybe we can > grade > fairly. > Jennifer > > In a message dated 9/16/2006 1:39:53 P.M. Eastern Standard Time, > [EMAIL PROTECTED] writes: > > On grades-we have been told in no uncertain terms that children in danger of > failing our state test (TAKS-it's Texas) must have grades on their report > card that reflect their struggle. They can be passing grades-but not A's if > they are really off level or even B's. This is always hard at the beginning > of the year when so much of my teaching is guided-and I don't want to assess > things I haven't taught. Anyone else have this problem? > > I'm so glad this list is up and running again. > > Laura C > > > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
