Best Practices in Grading for Science

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Best Practices in Grading for Science
Tara Richerson NSTA Portland
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Be Careful What You Wish For
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Does a dislike of grading indicate a symptom of
the lack of fit between what teachers are asked
to do and actual practice? (Brookhart, 1994)
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Equal
Fair
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Equal and Fair
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True or False
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How many levels of performance are there?
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Levels of PerformanceLevel One
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Levels of PerformanceLevel Two (can do with help)
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Levels of PerformanceLevel Three (can do
independently)
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Levels of PerformanceLevel Four
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Reflection

• When you tell kids your primary goal is for them
  to learn, does your grading policy reinforce
  this? How do you know?

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Teacher Generated Field Notes

• Folder and Sticky Note Chart
• Roster with Targets Use hash marks with dates to
  track observations
• Stickers on a Clipboard Choose 3 5 students to
  watch make notes on stickers to place in record
  book at end of day

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Student Generated Field Notes

• Printed sheet with targets for students to track
• Graph progress on targets

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The Future of Data Visualization

• Microcharts
• Dashboards

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Number Crunching

• Grades in both systems can be thought of as a
  kind of continuum

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Number Crunching
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Whats Important

• Can a student tell you what his/her grade is and
  why?
• Conference with students.
• My strengths are ___.
• I can improve by ___.
• My grade is a ___ because ___.

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Final Reflection

• What did you see today that caused you to think,
  wonder, dream, plan, or question?
• What are the consequences, ramifications of what
  you saw?
• What are the next steps for you?  your school? 
  your district?

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Credits

• Working with Students by Neighborhood Charter
  House School
• GraphJam
• Testing and Appeal Your Grade by Married with the
  Sea
• TAS Field School by LisatheLibrarian
• Schoolwork Book 6 by Noelle
• Concentric Target by Tengtan
• Record Keeping by Joe Thorn
• Sometimes Life is Like This by Hailun