For this cornerstone, students will be measured by three rubrics. The first rubric is for the reading task (interpretive), the second for the situation cards (interpersonal), and the third for the advice column (presentational). The rubric does contain point values, however, it is often more beneficial for students to not see the associated points, but rather their proficiency level. At this level, students should be at the intermediate-mid
Learning: By applying the rubric to the assessment, I am able to see Johns’ understanding or lack thereof. His work allows me to see where he is in terms of progression of the concept while also allowing me to see the need for adjustments to instruction. Because I am able to see his work, I can go ahead and make decisions regarding and instruction adjustments that may need to
Task 3 - links to learning outcome 3, assessment criteria 3.1, 3.2, 3.3 and 3.4.
The first is high-quality classroom, scientifically based instruction. Without this, students will not be receiving reliable, valid, and equivalent teaching and instruction. Another component that is needed is continuing assessments of students. Universal screenings and measures to monitor progress are critical to determine if a student is meeting the academic requirements. According to Jenkins and Johnson (n.d.), the screening process should have three important criteria. The first is classification accuracy which is being able to clearly tell if a child is at risk for academic difficulties or not. The second is efficiency which means that the screen should be universal, administered and scored quickly, and the procedure should not be time-consuming or costly. Third is consequential validity which means that all students who are identified as at risk must receive effective intervention. Ongoing student data can be compared to peers to determine which students are trailing behind and may need additional intervention. According to Deno (n.d.), over the past 30 years, there has been a different approach being used that focuses less on comparing differences of students and more on the student’s progress towards their own educational outcomes. The data obtained from ongoing assessments is critical to understand a student’s level of achievement and
The ABAS-II includes five different forms for raters that include teacher, parent, and self. The age ranges from 2 to 5 and 5 to 21, and the self-rating form from ages 16 to 89. The ABAS-II includes 10 skill areas, including: communication, community use, functional academics, health and safety, home or school living, leisure, self-care, self-direction, social, and work (Rust & Wallace, 2004). When scoring the ABAS-II, the four domain composite scores that are consistent with the American Association of Mental Retardation’s guidelines (Rust & Wallace, 2004). The four domains consist of conceptual, social, practical, and General Adaptive Composite. The ABAS-II has been chosen due to the population of 2 to 5-year-old children that will be used for the study, as well as the reliability and validity of the assessment. The reliability of this assessment had a consistency coefficient of .90 or greater. Rust and Wallace (2004) state that the ABAS-II is reliable enough to be used for screening, placement, diagnostics, group use, and research, validating the use of this assessment for the research study being conducted. By completing an ABAS-II assessment on participants, it will allow them to be grouped accordingly.
We recommend scoring the applications in sessions, rather than one here and one there. You will find your sense of judgment more parallel among applications. You will also spend less time reorienting yourself. •
“It emphasizes competition and learning, not learning.” Glenda Potts, author of the article, “A Simple Alternative to Grading”, spoke of the traditional grading system. Potts argues that the current ABCDF grading scale is “flawed” and “hard to communicate” because it does not provide a full critique of a student's work in order for them to improve, only a number or letter grade. Because of this, it is easy for a student to adopt the mentality that they cannot do any better. Patricia Scriffiny, author of ‘Seven Reasons or Standards Based Grading’ agrees with this opinion, adding that traditional grades have no true meaning, and cannot prove a true analysis of what the student may or may not know.
This allows the team to track the success of instruction. It also enables the educators to make necessary changes to support the student in meeting their annual goals. Due to the fact that parents are not at the school on a daily basis, IDEA requires the team to periodically report to the parents on the student’s progress. Progress can be measured in a variety of ways. The student’s progress can be assessed and reported by structuring certain requirements from the classroom teacher as well as other school educators. One requirement is to administer an assessment that describes a student’s academic or social behavior. Effective classroom teachers should be fluent in progressing whether the student’s are reaching the desired goals. These measure are often quick, informal assessments, but can be formal assessments depending on the type of learning or behavior being assessed. The instructors should also be monitoring the progress being made by comparing the data being collected with the benchmarks previously established. These comparisons should be made frequently enough to validate adequate progress is being made. If adequate progress is not being made, the instructor should make instructional changes to improve achievement of the set goals. Lastly, the instructor should be reporting the data comparison and
“I remember the first time that a grading rubric was attached to a piece of my writing….Suddenly all the joy was taken away. I was writing for a grade — I was no longer exploring for me. I want to get that back. Will I ever get that back?”
Kalehua’s portfolio is a collection of entries showing her progress in the development over a period of time. These entries include all areas of development- Physical, social/emotional, cognitive, language, and creative. This portfolio was made to understand the goals, benefits, and uses of assessment. An assessment for a young child is used as a determination of the progress and accomplishments of children ages 3 to 8 years of age. It is the process of gathering information about children from evidence, then organizing and interpreting that information. With that knowledge, teachers can plan appropriate curriculum and effective teaching strategies to help with determining the children’s skills and progress through observation and documentation.
There are advantages and disadvantages that exist for both holistic and analytic rubrics. Teachers use holistic rubrics (e.g. the Holistic Oral Language Scoring Rubric and the Holistic Scoring Rubric for Writing Assessment with ELL Students) to assess their students’ cognitive functions simultaneously while analytic rubrics (e.g. the Student Oral Language Observation Matrix and the Analytic Scoring Rubric for Writing) assess children’s abilities separately and assign a different score to each learning aptitude/dimension. Advantages of using holistic rubrics include the following: faster scoring process; can be used a means of summative assessment at the end of project or a unit; emphasizes the positive aspects of a student’s work. The downside
Standards-based grading is a movement that is gaining ground in education which involves “measuring students’ proficiency on well-defined course objectives” (p. 70). The author is a high school math teacher who took three years to implement standards-based grading in the classroom. The article describes seven reasons for replacing a point based system with a standards based one. The seven reasons discussed were that grades should have meaning, challenging of the status quo, we can control grading policies, reduces meaningless paperwork, helps teachers adjust instruction, it teaches what quality looks like, and it’s a Launchpad to other reforms.
The authors concluded by reminding all educators that learning should be the main focus, not merely the final grade or report card. The teacher knows his or her own classroom and students the best, so all assessments and rubrics should be personal and individual to that teacher, students, and school culture to have the most impact on learning. Sharing student growth and becoming his or her biggest advocate for showing this growth is crucial to fostering a positive learning experience for all involved.
We all get complicated when it comes to looking at your report card. Some people prefer the pass/fail and while others prefer the existing homestead grade scale. (A+, A, A-, etc.) The attitude grading system is not fair, for most people it’s easy cause they don’t get in trouble. However, the people who constantly get in trouble, will get bad grades. Now let’s find out which system you support.
Over the past few years, the traditional grading system of A’s, B’s, C’s, D’s, and F’s have slowly faded away only to be replaced by the insufficient “Standards-Based Grading”. While some schools are adopting this unorthodox grading system, several others still continue to follow the traditional “A-F” grading system. Many believe that the standards-based grading system does not work well with all students and doesn’t accurately grade them. Standards-based grading is a fairly new system of grading where the student is evaluated on his or her ability to complete an assignment and master the concept, not by what they get right or wrong on each individual assignment. This has been very confusing to those who are unfamiliar with standards-based