It's been a disappointing evening at the Cosby household this Halloween. We've only had two trick-or-treaters; they were appropriately grateful, but still. This has left me a lot of time to do the grading I didn't do yesterday, because I was doing schoolwork. It's also left me a lot of time to do the lesson plans I didn't do earlier today, because I was busy making calabaza en tacha for Día de los Muertos. La Señora Cosby was once again gracious enough to make calaveras de azúcar, for my not-officially-a-Spanish-club to decorate.
So, of course, I'm blogging.
I actually tripped across another book I want, and I wanted to record it here before I forgot it.
O'Connor, K. (2009). How to grade for learning. Linking grades to standards. 3d ed. Corwin. ISBN 9781412953825.
O'Connor signed off on PowerSchools, which is the grading software we're using. I sort of dropped the ball on the whole standards-based grading thing this year, so it's much more traditional-grading than I would like. For what it's worth, I'm making sure that the standards assessments are worth four times as much as the practices and homework and whatnot. So, there.
Happy Halloween, everybody.
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4 comments:
Last night in my reading I was reminded you need to be standards based referenced before you can become standard based grading and reporting. Then tonight before I left and was having a conversation with a teacher I was reminded that it takes baby steps and it can't happen over night. I am a believer in standards based grading as long as we can define mastery.
I'm with you. Defining "mastery" is an important part of the standards based movement. My 7th grade class and my 9th grade class have roughly the same content; I expect more from my 9th graders.
Just a thought and a reflective question. If they have the same standards why do they have different levels of mastery. Isn't mastery of content the same regardless of age or grade level? I ask this because if you are talking about algebra I and you instruct 7th graders and they master the content shouldn't they get a credit for the class just the same as a 9th or 10th grader?
Yes, that's true. My middle school students are in an exploratory program, while my high school students are (of course) taking it for MMC credit. In middle school, we're focused more on formally teaching the skills necessary to learn languages. (This is similar to the model I followed at my former position, as well.)
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