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I do not have any questions at the moment.

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I look at instruction, assessment and grading as a revolving door. Most times that cycle looks like the following: give instruction, (formative) assessment, more instruction, give the summative assessment and grade. There are times where after the grading, review and evaluation is done and a reteach is necessary followed by an assessment with a summative grade to follow.

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I really enjoy class discussions. It definitely allows students to get involved, although there are still students that won't engage. I like using post it notes. It requires full participation and it works out for those that may be a bit timid to speak in front of others.

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Notebooks are a good way for students to organize and keep track of their work. Every entry does not need to be graded, but it does allow for the teacher to go back through the notebook and gain some insist as to whether or not the student is grasping the information being taught.

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At my school we give weekly formative assessments per subject and 1 summative assessment at the end of a unit/topic/module. I think every teacher knows that we need to give these assessments, but I am not sure if there is a set number of assessments that must be given, but if there is, id imagine that it is set by the district.

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Questions I will be considering when I design assessments are, is it clear enough that the students are able to understand what is being asked of them? Is my assessment fair in what I am testing in science, or am I grading more on ELA? Is there a way that I can offer choices on the assessments through discussion, powerpoints, or drawing?

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What should grade on? What are important assessment categories?

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I always forget that part of the lesson plan since I am not actually grading the students' work, but it is something that I need to incorporate into my lesson plan.

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I don't have any questions

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What categories should I be grading my students on? How many categories should I be using? How many points should I make it our of? I am thinking if I should grade off of how well the students did or off of participation.

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Honestly, did not know we had to fully create an assessment and rubric for this lesson. I assumed we were just giving an idea as to what we would do if we were to use this lesson within the classroom.

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Rubrics can help guide teachers assessment

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I don't have any questions

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Assess what you have taught. Your standards and objectives

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Haven't even thought about the assessment part yet :/

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Assessing what your standard is. Using your rubric.

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Grading discussion is a great tool in science since we are not grading students on their writing skills, we are grading them on their science knowledge. This is especially helpful for English learners, students with disabilities, and those who have IEPs. Students may also be able to share a lot more information verbally than they can when writing.

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I don't want to grade students when it comes to discussion. I'd just use it as a way to see comprehension. While students are discussing I can walk around and listen to their thoughts.

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Discussion is a necessary tool in the classroom because it allows student to explain their thinking and talk about their understanding in the topic. Teachers can take formative assessments during science discussions

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Grading discussion doesn't have to be formal, it can be to see student thinking , understanding, and engagement. Focusing on participation is important because discussing ideas can help the students grow their own thinking using their peers' responses. Having student discourse is really helpful for building ideas on each other.

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Speaking and Listening grade!

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I would grade the discussion if the students are on the right track regarding the topic that is taught.

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Grading discussions allows to check for another way of understanding. This can be informal to gain information on the students' knowledge

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Challenges are making sure I am grading them fairly.

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Grading discusssion can look different depending on the conversation. Teachers should observe closely.

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The discussion allow us to learn what the students understand

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I would grade discussion by providing students with a discussion rubric that clearly outlines what I expect from them, and also give them a direction with their discussion.

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I think discussions should not be graded but should be a demonstration of understanding.

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I think using discussions as a formative grade is a great idea because it promotes student engagement within the lesson and also allows for students to assess their learning and compare ideas to others

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I would grade a discussion by participation rather than the content discussed. I would use it to formatively assess my students and gauge where they are at in the lesson.

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In group discussions, I can grade it by coming up with a clipboard method. Assess while walking around.

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I learned that notebooks should not be graded as a summative assessment but instead a formative.

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Grading notebooks extended my thinking in the area of giving feedback. Although my practicum teacher uses notebooks in her class for science, she does not add feedback in them. In my future classroom, I like the idea of adding feedback to sticky notes and then taping them in their notebooks. I do not like the idea of grading the notebooks, but I love the idea of letting the students use their notebooks as a reference when taking their tests.

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I would want to implement science notebooks because they help demonstrate student learning in a creative way. Additionally, students can take ownership of their learning and fully reflect their perception on science topics.

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I really like the idea of teachers giving feedback on student notebooks. This is important because it allows the teacher to know where the students are at, how they understand the content, and if they know what to be putting their notebook. I would say that the feedback should be on sticky notes so that the students can adjust anything if necessary and don't have to worry about losing space from feedback.

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These ideas helped to clarify what you can use as a grade within science notebooks, and how it can help you as a teacher assess student progress and learning. It is also a great way for students to reflect on their work and what they have previously learned.

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I feel like notebooks are a great way to see how kids are doing and to see how much they are understanding without having to grade.

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I tried using notebooks in the beginning of the year till I changed to using the journal and now I use the online version.

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I think notebooks would be really helpful to inform my teaching. I could go through them and check for student understanding as a quick formative. I also think science notebooks in general are a great idea to have and utilize in the classroom.

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Notebooks are a great way for the teacher and students to reflect. I would use them in my classroom but I wouldn't use them to grade.

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Notebooks allow students to process their learning and be able to reflect on their notes to gain new knowledge.

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that it helps students gather their thoughts. don't need to grade every one.

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It challenges my thinking by coming up with ways to get them to explore. I would hesitate to be rigorous with my grading. I want them to explore and learn in science.

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Notebooks are not necessarily a source for a grade, but are a place where teachers can check for understanding. It would be important to glance at a few notebooks per class so make sure your class is understanding the lesson. This will determine if you are needing to reteach it or not.

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Notebooks are a good way to have students revisit their work and reflect back on what they learned previously and build their knowledge on a new topic

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At my practicum school, they have teacher representatives for each grade and they all sit in a meeting with the principal where they discuss data and how certain lessons can connect for all grades. This makes it easier for students to connect what they did in the previous grade.

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Some of the school structures that exist at the school I am at are writing assignments with rubrics. These writing assignments are in ELA and science. There are also math assessments at the end of chapters and timed multiplication tests. I have also seen power point presentations for science and ELA and on with each one a rubric is attached. There are multiple reading comprehension assessments as well. It appears that the district and the principal set the official policy at this school. I have also noticed at meetings it appears the principal and grade level teachers work together to decide how to put grades in the book. I have also graded many retake assessments for students who are trying to raise their grades.

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The students are being tracked through which level they are for their "Rainbow Readers" for reading. For math, it is Galaxy Math vs. Rocket Math. They don't really have too many grades that they have to input into Infinite Campus. Most of the time, my teacher will discuss with parents through Class Dojo and with staff during meetings. I'm not sure who sets the rules and policies.

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In my school they will have a few formatives during the week and one summative at the end of the week or every 2 weeks. The policy is set by the teachers and admin

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The grading is reflected on different formatives which could be a quiz, a worksheet, or an exit ticket making sure they understand the concepts. Then you can give a summative.

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A lot of formatives and a couple summative.

80/20. Not really an official number for each. Not sure who set this policy.

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My teachers has an AI that sets the grading limits, and the prinicial is the one who approved the rubric and lets the AI continue the grading

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Since CCSD is standard based, we just have to focus on meeting those standards. Although, since I am in a kinder classroom for P2 I have not seen much grading because my mentor teacher does not do much of it (at least not in front of me) and we have not discussed it any further. I am actually not quite sure how she tests if it is time to move onto a new topic.

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In the school I am at, the students and parents keep up to date on their grades using infinite campus. The principal sets this policy and requires the teachers to keep up-to-date with their grades.

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It's important to note that grading policies and practices can vary widely between schools and districts. Some schools may adopt more traditional grading methods, while others may implement standards-based grading or competency-based grading approaches. At the s book where I’m at grades are discussed amongst grade levels and talked throughout plcs. Teachers discuss each standard in assessments and decide which ones worked for them and why or why not. The principal sits in to listen and inputs advice on how to meet each standard when grading.

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PLC meetings take place weekly where grade level teachers discuss their upcoming summative assessments for each subject. Their admin likes to dee what assessments they are giving their students and prefer for it to be the same throughout the grade level.

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In our school we have to do 3 formatives a week and 1 summative per unit or module. Our principal decides it, that way we have something on our progress reports that go home every couple of weeks.

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80-20 breakdown. Minimum 5 summatives per quarter. No hard number on formatives.

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1 formative weekly

1 summative bi-weely

I am not sure who set this.

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In my school, the principal sits with my team during weekly PLC and checks our data with us. She expects formative grades for every lesson, so basically a grade per subject per day.

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3 formatives and one summative

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In the Next Generation Science Standards (NGSS) classroom, instruction, assessment, and grading are interconnected components that work together to support student learning and achievement in science

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In the Next Generation Science Standards (NGSS) classroom, instruction, assessment, and grading are interconnected components that work together to support student learning and achievement in science

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Grading, instruction, & assessments are related because they work together to create great classroom environment which helps students process what they are learning.

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Implementing the NGSS requires a high level of collaboration and patience from all including districts, schools, teachers and students. Although the process might seem straightforward, it is important to approach it with careful consideration and teamwork.

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Instruction, assessment, and grading are related in the classroom because they are all needed to provide rigorous instruction. Without formative assessment, a teacher cannot see where the students are at with the content being taught and then adjust accordingly. If students are getting it quickly, the teacher needs to move on so that they do not get bored and provide extensions. When the teacher notices that students are struggling, they can then adjust the lesson to meet the needs of that particular class. Summative assessment is a great way at the end of the lesson to see what students have retained, help the teacher alter lessons for the students next year, and provide the students and parents with an idea of how they are doing.

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Assessments helps the teacher understand the concepts that the students already know prior to a science lesson. This can help guide the lesson since we might need to do a recap or review before. This gives the lesson structure and plans for the lesson.

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They are related because they all work together to create a classroom where instruction can be adjusted depending on assessment and grading.

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Instruction, assessment, and grading are all related within the classroom because we need to assess where a student is progressing through what they are learning and also be able to use that information to help adjust our instruction and see what topics we may need to reevaluate.

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Instruction, assessment, and grading are related to each other by checking for understanding of the subject. This helps teachers see where need to improve for future lessons.

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instruction is structured based on assessment and influenced by grades. I.e. grades (pre-assessments, formatives) help inform your instruction that prepares students to be successful on post assessments.

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They are all interrelated. Teacher's instruction will have an affect on the students' assessment which will affect the students' grade. The students' grade should affect how the teacher continues with their instruction. It is a cycle that is continuous

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Instruction and assessment and grading related because NGSS are to help the teachers adjust the lesson, and give a base line to start.

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They are related to what material to give to your students and see what they have grasped. Or if they have grasped the material.

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Students use their teachers instruction to gain the necessary background knowledge to do well on an assessment. Teachers then grade the assessment to determine how well the student understood that specific lesson.

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Grading and assessment are related in my classroom because they are both assessing the students knowledge of a topic and it also give you a chance as an educator to reflect and maybe reteach and assess the students again.

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Assessments and grades inform future instruction. If assessments are showing low mastery of a topic or concept, I will know I need to change how I approach my insturction going forward.

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lesson are adjusted , as needed. for examples, if I need to reteach or supplement, or maybe even enrich the kesson