Chapter+10


 * Date: || July 5, 2012 || Title of Selection: || Converting Summative Assessment Information into Grades ||

Identify the special challenges associated with effective communication using grades. Follow a series of guidelines for effective grading. Summarize evidence gathered over time into a meaningful grade. Convert rubric scores into grades. Evaluate and refine your own grading practices using the Rubric for Sound Grading Practices. ||
 * Learning target(s) this selection addresses:

One of the hardest thing for a teacher, or any professional for that matter, is to take a long, deep look at their practices. Through this reflection I have seen a few errors of mine in regards for quality grading practices. I chose this section as a reminder of the growth that needs to take place in order for my students to excel.
 * What this selection illustrates about my learning/why I chose this selection:**
 * GRADING PRACTICES EVALUATION FORM: **
 * **Criterion** ||||||  **Rating**  ||  **Rationale/Comments**  ||
 * ^  ||  ** P **  ||  ** D **  ||  ** B **  ||^   ||
 * 1. Organizing the record book ||  ||  **X**  ||   || **Scores are recorded according to assignment.**
 * Some formative data are entered with number or symbols, but some may not convey meaning as needed.** ||
 * 2. Keeping achievement data separate from other factors ||  ||  **X**  ||  **X**  || **Extra credit is not always linked directly to learning.**
 * Habits and behaviors are sometimes not tracked separately.**
 * Poor habits and behaviors are sometimes penalized with a lower grade.** ||
 * 3. Using most recent information ||  ||  **X**  ||   || **Some practice work contributes to the grade.**
 * Some recent evidence replaces earlier or is higher weighted** ||
 * 4. Summarizing information ||  ||   ||  **X**  || **Some weighting is justified by the learning it represents.**
 * A poor system of conversion is being used for converting rubric scores.**
 * Central tendency is not always used.** ||
 * 5. Determining the grade ||  ||   ||  **X**  || **For the most part, summary scores representing achievement data are plotted on a normal curve to determine report card grades.** ||
 * 6. Verifying assessment quality ||  ||  **X**  ||   || **Sometimes incomplete data goes unrecognized.**
 * Can always improve on IEP conformity.** ||
 * 7. Involving students ||  ||   ||  **X**  || **Students don’t always have opportunities to demonstrate higher achievement on previously evaluated learning targets.** ||
 * DEBRIEF EVALUATING YOUR GRADING PRACTICES: **


 * **Criterion** ||  **Potential Changes**  ||  **Priority**  ||  **Challenges & Solutions**  ||
 * 1. Organizing the record book || **Summative and formative data are differentiated.**


 * Formative data are entered with numbers or symbols chosen to convey meaning suited to intended use.** ||  || **The grade book computer system that is all ready in play.**
 * Developing a proficient way to record formative data.** ||
 * 2. Keeping achievement data separate from other factors || **Academic grades are based on achievement only.**


 * Habits and behaviors are tracked separately.**


 * Grades in borderline cases are determined by additional achievement evidence.** || **X**  || **Restructuring the progress of grade retrieval.** ||
 * 3. Using most recent information || **More recent evidence replaces earlier evidence on the same learning target.**


 * Formative assessment information is not figured into the grade when later summative data are available.** ||  || **The district requires so many grades per six weeks. I will need to weight the grades towards that latter part of the unit more.** ||
 * **Criterion** ||  **Potential Changes**  ||  **Priority**  ||  **Challenges & Solutions**  ||
 * 4. Summarizing information || **Rubric scores are combined appropriately with other data or are converted to a score using a decision rule that results in an accurate depiction of the level of achievement.** ||  || **Use Figure 10.6** ||
 * 5. Determining the grade || **Summary scores representing achievement data are translated into the grades or symbols used on the report card by mean of present criterion-referenced standards.** ||  || **Grade Book computer system.**
 * 5. Determining the grade || **Summary scores representing achievement data are translated into the grades or symbols used on the report card by mean of present criterion-referenced standards.** ||  || **Grade Book computer system.**


 * Creating a separate system to allow for this change.** ||
 * 6. Verifying assessment quality || **Become more diligent with reviewing summative data for accuracy.** || **X**  || **Be more mindful of the quality of the data and making adjustments so that is a true reflection.** ||
 * 7. Involving students || **Students have opportunities to demonstrate higher achievement on previously evaluated learning targets.**


 * Self-Reflection Journals** ||  || **Making “corrective” work more meaningful and authentic** ||