 |
|
|
 |
 |
|
|
|
 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
This initial discussion should center on the philosophical understanding and interpretation of a standards-directed grading system. The first few paragraphs of this policy provide a basis for discussion.
The second part of this policy details the “system” giving details about what is in a grade. This should be discussed only after an agreement on a philosophical level.
The process to figure a grade for the report card can be dealt with last. There will be an extensive discussion around how to combine scores to generate a final “grade.”
|
|
|
|
|
|
|
|
|
|
|
In-service |
|
|
|
|
|
|
|
|
|
|
| Purpose: |
|
Discuss issues relating to a Standards-based grading and reporting policy. |
| Time: |
|
1 hour |
| Small Groups (4 to 6): |
|
Random—mix so staff are not with those they usually work/interact with. |
|
|
|
|
|
|
|
|
|
|
|
All participants have received a copy of a DRAFT policy. They have read the policy before this meeting.
Generate a list of positives – “What do you like about this grading/reporting policy?”
|
|
|
|
|
|
|
|
|
|
- As a parent (half of the groups)
- As a student (half of the groups)
|
|
|
|
|
|
|
|
|
|
Generate a list of negatives – “What do you dislike about this grading/reporting policy?” |
|
|
|
|
|
|
|
|
|
- As a parent (half of the groups)
- As a student (half of the groups)
|
|
|
|
|
|
|
|
|
|
Share the lists. |
|
|
|
|
|
|
|
|
|
- Collect all of the positives from each group, discuss, look for common themes.
- Collect all of the negatives from each group, discuss, look for common themes.
|
|
|
|
|
|
|
|
|
|
Generate a list of how the positives could assist you as a teacher.
Generate a list of concerns you have as a teacher about the negatives.
Suggestions for improvement of the policy. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Designing a Standards-directed School System |
 |
|
 |
Back |
|
|
|
|
|
|
|
|
|
|
|
|
|
