4/16/2009
Today, I was able to hand back the retest we gave students, (see blog: Fair Assessments) with the other assessments from the fraction lesson I had been teaching. My mentor and I were giving them to students so that they would have them for their spring conferences to share with their parents.
When I handed them out, I was also given the opportunity to explain to the students how I scored it. I have been grading many papers in math and recording those grades see the picture at left, but it was my first time explaining the grades to the students. At first I felt nervous about how to explain to students what I did and what I was looking for. However, I was confident in my grading and knew what I was looking for in each score I gave students. Therefore, I was able to tell students that they earned a 4+ if they discussed that the fewer number of shares there were, then the larger those shares were. I was also able to recognize students for the scores they earned because all students earned a proficient score.
Again, at conferences, I was able to report to parents about the students grade and why they earned the grade they did. Because I followed the rubric and clearly understood what I wanted students to demonstrate, I was able to confidently report student grades to parents.
Beyond grades, I could tell parents about the student's performance in class activities because I have been monitoring student progress and work in class. For instance, one student's fall goal was to participate more in class. He said that he thought he had improved on this. I agreed with him and was able to specify that he is constantly volunteering during math and guided reading. I told him that I appreciated his participation and that it showed me how much he understood.
B2 Justification: This is evidence of my ability to monitor and assess students' performance and then to report it to the students and parents. I shared my criteria and reasons for grading students as I did and in this way reported what was expected.
Today, I was able to hand back the retest we gave students, (see blog: Fair Assessments) with the other assessments from the fraction lesson I had been teaching. My mentor and I were giving them to students so that they would have them for their spring conferences to share with their parents.
When I handed them out, I was also given the opportunity to explain to the students how I scored it. I have been grading many papers in math and recording those grades see the picture at left, but it was my first time explaining the grades to the students. At first I felt nervous about how to explain to students what I did and what I was looking for. However, I was confident in my grading and knew what I was looking for in each score I gave students. Therefore, I was able to tell students that they earned a 4+ if they discussed that the fewer number of shares there were, then the larger those shares were. I was also able to recognize students for the scores they earned because all students earned a proficient score. Again, at conferences, I was able to report to parents about the students grade and why they earned the grade they did. Because I followed the rubric and clearly understood what I wanted students to demonstrate, I was able to confidently report student grades to parents.
Beyond grades, I could tell parents about the student's performance in class activities because I have been monitoring student progress and work in class. For instance, one student's fall goal was to participate more in class. He said that he thought he had improved on this. I agreed with him and was able to specify that he is constantly volunteering during math and guided reading. I told him that I appreciated his participation and that it showed me how much he understood.
B2 Justification: This is evidence of my ability to monitor and assess students' performance and then to report it to the students and parents. I shared my criteria and reasons for grading students as I did and in this way reported what was expected.
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