1. What do you envision “grading” looking like in your classroom?
In my classroom, I forsee a blended, proprietary form of grading that have an overarching theme of standards-based grading, and will include elements of level-based for necessary student situations, multiple grading for every student to measure aspects of classroom culture that I want to implement, and narrative-based for targeted, qualitative feedback for each student at on a consistent basis. I believe what gets measured can be more easily managed, and this system allows personal growth and growth toward learning standards.
2. How do you intend to report out to students and their families?
Ideally, I would have a direct channel to the parents of each child. I will be able to utilize this channel to you provide regular updates on student performance as well as have individual discussion about children with their parents. I would prefer this to be electronic, and it would be great if there was a function to communicate with students if at an applicable age/grade.
3. What big takeaways from this week stand out to you?
The biggest takeaway for me this week as we discussed measurement and grading was seeing the nuances between every step in the back-end process of teaching. Discussing the specific fact that every assessment never fully captures the data led me to realize that there is a margin of error between any 2 steps in this process. This is completely contrary to how we, as humans, would like things to be. It’s very easy to understand cut and dry information grade one complexity starts to compound due to factors like this, things start becoming far more fuzzy.
MASTER HOGAN 