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The role of homework is practice, and as such falls in the category of formative assessments as feedback is given so that the student can improve his/her knowledge and thereby do well on the summative assessment.

The role of formative assessment is practice and improvement through feedback; i.e. assessment for learning.  So, as regards grading, the role of formative assessment is to prepare students to do well (get a good grade) on summative assessments, showing that they have learned the material.  The role of summative assessment is to evaluate through a grade how well the student currently understands the material tested.

These roles address inequities by having students value mistakes as opposed to copying homework; having time and energy utilized more effectively by both teachers and students by only focusing on the students’ understandings and not other things irrelevant to students’ understandings; having students take responsibility for their own learning, seeing that in school, just like everywhere else, you have to practice (do homework) to do well (unless you already understand the material); having students see that grades are not about points you get from various areas but rather that they are about how well one understands the material; it allows for different learning styles that may not need as much homework; students are not penalized for environmental factors; students listen to our feedback on homework rather than see a grade for it and not look at the comments because they feel that they have already been judged on it and its too late to learn it.

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Feldman suggests not giving extra credit, not penalizing late work and not grading participation or effort.  If extra credit is important, it should be part of the curriculum.  Not giving extra credit supports assessment for learning because a student has to learn the given material as opposed to choose to not learn some material and instead do the extra credit.  Not penalizing late work gives students who need more time, for whatever reason, more time to master the material (up to a limit, of course, as the course ends in a finite time – but even here, for students who truly need it, we should not stigmatize them for having to take a course, or part of a course, over again; indeed, we can even use grade change forms if necessary).  Noting that students have a finite amount of time and energy to focus, not grading participation or effort allows students to focus their energies on the learning of the material itself, as opposed to changing the way they naturally participate and/or changing the way they behave so that they appear to be participating and/or putting in effort according to the teacher’s biases.

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I already give second chances for students after we have analyzed their mistakes together.

What I can incorporate is showing students either of what good work looks like at the start of a unit or by giving them a version of the unit test for them to analyze and discuss throughout the unit.  The former I think is more geared toward writing, and the latter more geared toward problem solving.  What I also may do is give an example of logical writing about math or science topics that they already know about at the start of a unit so they can understand the quality of the writing that I expect in presentations later on in the unit.  Indeed, doing this may help them further engage their analytical problem solving abilities, helping them learn and master the material more quickly, building their confidence levels significantly.

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Involving students in the assessment process gives them more control over their own learning.  Defining quality work and classroom norms with students means that they air their ideas about what quality work and classroom norms are.  When these ideas are discussed, misconceptions can be corrected, and their understanding of what quality work is and what good participation norms are improve.  So, because of these improved understandings their classroom behavior and work quality improve.

Having students evaluate their own work and work of other students helps students put themselves in the position of the teacher, so they get a deeper understanding of what is required in their own work.  Still, such work needs to be reviewed by the teacher as students could otherwise end up confirming each other’s misconceptions.

I hope to implement defining what good norms are and quality work is at the start of the next semester.  Regarding students evaluating each other’s work, I can incorporate that as well, but I need to be careful that they don’t confirm each other’s misconceptions.  I think that I can do this, but it must be accompanied by a classroom share-out afterwards so that I can correct any misconceptions; otherwise, I would have to waste time unteaching students whatever misconceptions they confirmed with each other.

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For homework the author stresses the need to follow the prime directive and not have homework as part of the students' overall grades, in any calculable way as it decreases the intrinsic value of the learning and does not mirror real world job or college situations they will face in the future. It continues the bias present in the educational system as it exists and even methods such as credit/no credit promote wrong answers, cheating, and copying. They do mention that the homework can be listed in a zero calculable grade category for use in conversations with parents and such. I currently do such with homework but tried a no-homework class this year and am loving it. The students cheat far less and actually help one another rather than cheat. I shall continue to move in this direction with my other preps.

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According to Feldman, homework is the opportunity for students to make mistakes when grappling the new content or materials. It should be seen as a formative assessment because it is simply a check point for teachers to reference student progress. This also connects to summative assessments because by providing students with the formative assessments better prepares them for the summative. The roles of formative and summative assessments in grading is pretty clear. According to Feldman, formative should not be included in the grade because the learning is still happening and so mistakes are going to be made. He states that "including only summative assessment performance in the grade...is an accurate reflection of their learning"(143). These distinct roles ensure that our assessments are connected to the content that we taught (144) .

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1. According Feldman, homework should be practice for students and as a tool to measure the effectiveness of the teacher's instruction. Homework is a formative assessment and should be inconsequential regarding a student's grade. Students should view homework as opportunities to learn without being penalized for mistakes.

2. In terms of grading, formative assessments should serve as opportunities to practice content or skills. If formative assessments are graded, they should include actionable feedback with opportunities for students to redo assignments that assess the same learning target. Summative assessments are students' chance to demonstrate their level of proficiency. Although summative assessments are generally the "final" grade, they should provide insight on how to improve the instructional model for upcoming units.

3. Formative assessments address inequities in traditional grading because it allows students to learn safely. It provides several opportunities to try and fail without consequence. Summative assessments address inequities in traditional grading by removing the uncertainty from expectations. Students should have confidence going into summative assessments because they have practiced with guiding feedback.

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Alternative Grading Practices for Extra Credit: Assigning extra credit to students suggest that the work is optional or not fundamental to understanding a specific learning target. If the work is not critical for the students' understanding of the learning target than it should not be assigned at all. Instead, students should work on improving work based on feedback provided by teachers or proficiency scales.

Alternative Grading Practices for Late Work: Lowering a student's grade because they turned in work late is assessing behavior and not proficiency. This grading practice inaccurately reflects the proficiency levels of a student towards a specific learning target. Instead, teachers can practice other methods for accepting work late such as hard deadlines after summative assessments or a week or two weeks before final grades are due to give themselves enough time to assess student work.

Alternative Grading Practices for Behaviors: Student behaviors are distinctly different from their demonstrated proficiency towards specific learning targets. Therefore, student behaviors should not be included or considered in academic marks. Instead, teachers should emphasize desired behaviors and communicate them in separate categories that don't impact grades but still appear in student performance documents.

How do these alternatives support assessment for learning?

All of these alternatives support assessment for learning because they help teachers avoid bias grading practices by emphasizing skill-based assessment rather than desired behaviors or unnecessary incentives. These alternative supports keep the teachers and the students focus on skill development and content knowledge.

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Homework is a formative assessment because it is a way for a teacher to assess whether or not a student understands what was taught the day before. Formative and summative assessments show you how much of the learning target has been accomplished.

Assessments should be focused on what students have learned and not categorizing students based on achievement.

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Well as far as extra credit goes, if the work is important it should be required. Extra credit shouldn't be given because it doesn't really show you what the student knows. As far as late work goes the reading states that work should be graded and not the actually timing of the work.. Last but not least, participation and effort shouldn't be included as part of the grade.

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To build student confidence and helps students recover from a chronic sense of failure one practice I would adopt is having students become involved in their own assessment. Student involvement decrease failure rates because students have a better Idea of what they know and would probably improve the validity of the assessment because of their direct involvement.

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One strategy that I would use from the article is having a clear purpose.The article states that the teacher should understand the relationship between assessment and student motivation and craft assessment experiences to maximize motivation. I believe that if you don't tap into student motivation, student achievement is minimal.

Secondly,I would make sure to have clear learning targets, hence, students should know exactly what is expected of them and why they are learning it.

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Feldman outlines the traditional practice of extra credit, late work, and communicating behaviors but these practices all contribute to bias grading. Instead we need to make the shift to bias-resistant practices that truly measure a student's level of proficiency with the content. Feldman addresses the topic of extra credit and explains how it "deprives the student of the important elements of equity: honesty and dignity". Not only does offering extra credit affect the students in various was but it also "devalues a teacher's curriculum" and increases the achievement gap. He mentions instead we should focus on making the actual instruction and activities most meaningful for the students. He also mentions the importance of "grading the work, not the timing of the work". This asks us as teachers to pose the question of what is more important, that the students actually understands the content or that they submitted the work on time? Even though the timeliness is a soft skill, Feldman shares that when we don't deduct credit for late work students begin to submit better quality work when given the TIME to complete it. Lastly, I strongly agree with Feldman on the topic of excluding participation and effort from the grade. Both practices do not "include valid evidence of a student's content knowledge, and is...entirely subjective". An alternative practice would be to ensure that the grade only represents what a student knows.

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In an effort to build learner confidence I would like to set more time aside to set up students for success. Before we begin a larger assignment I will have students examine exemplars and review the instructions. However I like the idea of having the students take an active role in developing the criteria for success. This gives them a sense of ownership in their learning.

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Two strategies that stood out to me regarding the involvement of students and their formative assessments are goal setting and student record keeping. Goal setting has so many components to it which I think are a great outline or map of structure that students can reflect on as they make progress in their education. For example, goal setting involves action towards reaching the goal, setting attainable and measurable goals. and the reflection in progress used to determine the actual goal. Students who set goals and attempt to accomplish them are reflecting on their progress currently and where they'd like to be. I have been including this in my class as my students said goals for each grading period. They reflect on their progress in the current grading period by using their report cards, choose a class they may have been struggling with, and set a S.M.A.R.T. goal to reflect on with hopes of improving in that specific class.

One thing I'd like to change though, is that I don't allow them enough time to reflect on their progress towards the goal. This is why I chose student record-keeping as the second strategy. I want to create a set routine that allows time for students to reflect on the scores that they are keeping track of and how/why they can improve those scores. Students who are more aware of their progress are more likely to create goals designed for their needs and skills.

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Joanna Cave - On Grading for Equity Ch. 10 

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Grading for Equity Ch. 9 Recap - Joanna Cave 

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Grading for Equity Ch. 9 Recap - Joanna Cave 

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Joe Feldman is clear that certain practices we currently use to "support" students are really not helpful at all and suggests alternatives in Chapter 9 of his book, Grading for Equity. He highlights the danger of extra credit by insisting that offering students a get out of jail pass devalues the teacher's curriculum and creates more work for teachers, in addition to muddying the students grading by potentially including points for things that do not accurately reflect their learning. The alternative he suggests is making the students complete the assignments already embedded in our curriculum plan for grade improvement. Secondly he mentions the practice of not accepting or penalizing late(r) work. The alternative Feldman suggests is to accept it all to give students who need more time for various reasons an opportunity to actually do the assignments. By taking points off or not accepting these assignments at all we run the risk of tainting their academic grades with due to their behavior. Lastly, he discusses cheating and academic dishonesty. Instead of giving students zeroes on these assignments, Feldman suggests that teachers make these students re-test or complete a comparable assignment under more direct supervision. Again, by giving a student a zero we are assigning academic consequences for misbehaviors and are tarnishing the accuracy of their academic grades. These practices support assessment for learning because they seek to gather as much assessment data as possible. The more paths we provide for students to get around the assignments and learning experiences we create and need them to complete in order to adequately gauge their progress towards proficiency the less accurate our feedback and grades will be.

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*The role of homework in grading is that we should neither award points for correct answers or for homework completion since it perpetuates inequities and the achievement gap.

*According to Feldman, homework is a formative assessment in learning were we may be able to check what skills students have learned or not yet from the lesson. We, teachers, may use homework as formative assessment to modify instruction and address students errors and misconceptions before students take the summative assessment.

*Since homework should not be included in students grade, students will look at homework (formative assessment) as a formative aid that guides/redirects learning while grade is entirely on summative assessments accurately reflecting a students' level of mastery in a subject.

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The author, Feldman, strongly outlines the inequity and implicit biases that surround traditional grading practices of extra credit and student behaviors (such as participation and effort) when included in grade. Alternatively, the author suggests that that we should allow late work to be submitted and punish cheating by requiring the student to complete the assignment with a non-grade consequence. I am glad I already practice these recommendations; I accept late work without penalties, and certain assignments /not all assignments will be included in the grade book.

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I currently do lesson cool-downs for most lessons and grade them myself but I'm thinking of instead to discuss sample student responses and provide a 4-0 rubric to have students provide a score to  the cool down themselves. Doing this, will involve my students more in the formative assessment process and allow them to understand where they are, where they need to be, and we may discuss an effective process for getting there.

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I currently do lesson cool-downs for most lessons and grade them myself but I'm thinking of instead to discuss sample student responses and provide a 4-0 rubric to have students provide a score to  the cool down themselves. Doing this, will involve my students more in the formative assessment process and allow them to understand where they are, where they need to be, and we may discuss an effective process for getting there.

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Feldman explains that homework fulfills the role of a formative assessment and that, as such, should not be considered when determining a student's final grade. Feldman makes the claim that, if we are truly focused on student learning, only their summative assessments should play a part in their final grades. By doing so, we mitigate the impact of external factors that may be affecting students' work habits or ability to complete their homework and we focus solely on what the students know.

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Strategies to involve students in formative assessments:

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Strategies to involve students in formative assessments:

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*Students know and understand the learning target/goal and the criteria for reaching it

(determining what should be included in criteria for success)

*Use student work, classroom tests, or exemplars of what is expected will help students understand where they are, where they need to be, and an effective process for getting there.

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The role of homework according to Feldman is to practice and learn something new. He even points out that if a student already knows how to do something than the teacher made an error and that assignment is not neccessary for that particular student. We send mixed messages to students if we grade homework for correctness if we want them to practice since the expectation on practicing should be a place where mistakes can be made and learning can take place. Therefore, homework should be considered a formative assessment.

As far as grading goes, formative assessments are practice in many forms including exit tickets, howework, classworketc that are NOT part of the grade. The sumative assessment is the only thing that should be included in the actual class grade. The sumative assessment is the place at the end where you demonstrate what you have practiced and learned.

When teachers include homework in the grade it is inequitable since some students have a lot of family responsibilities, others have sports commitments or other non academic commitments and are unable to complete homework. There is also the student that doesn't need to practice certain concepts because they got enough practice in class or they already learned it or it just clicked right away. For all these reasons doing homework can be seen as doing what you are told even if you can't or don't need to which is why it shouldn't be included.

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The alternative grading practices that Feldman suggests are:

Instead of extra credit assignments, he reccomends that if it is that important to make it an assignment that all students are required to do, and if it is not or not even related to the learning then it really shouldn't be a part of the grade. Instead, allow students to turn in the original work late and to redo or improve on work that is not full credit.

As for Late Work he makes a case for accepting it late without a penalty stating that if students have enough time then they will turn in better quality work and penalties for work being late just puts behavior into the grade which is what we want to avoid doing.

Participation is the biggest no no for a letter grade because it is very bias by the teacher who has her own idea of what being a good student and participating means which doesn't align to all cultures, gender etc.

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Next semster I would like to implement proficiency scales that are exemplary in my classroom practice. This will help students recover from a sense of chronic failure. Many of my students have low self estem when it comes to there math identity. If my proficiency scales show samples that help students to know what they are expected to learn and then if they fail to learn it then there is something posted for them to access to give them suggestions for next steps then I will have given students a valid way to recover from not passing the test.

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In Ch.10 of Grading for Equity, Feldman examines the role of homework and how grading them is an "inaccurate representations of students knowledge" (p.128). Educators homework as a type of practice and can be used a formative assessment to see what student have or have not learned in the lesson. As part of a summative assessment, educators see homework as preparing them to pass the unit test. However, Feldman cites that students who do well on homework and are graded accordingly, yet does not do well on a summative assessment, have clearly showed a lack of proficiency on understanding the lesson but are nevertheless given passing grades which are inaccurate. Students have also come to rely on homework grades as a means to pass the class but not as a means to learn. Therefore, Feldman suggests not counting homework as part of students' grades. Instead, a student's intrinsic motivation to pass assessments based on 'practicing' for it in the form of homework is what educators need to encourage.

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In Ch.9 of Grading for Equity, Feldman challenges educators to consider "bias-resistant" grading which include extra credit, penalizing late work, and including participation and behavior in grading students. Including these as ways to grade students are not equitable since students are often challenged with circumstances beyond their control which does not truly reflect a student's knowledge. Feldman notes that extra credit turns grades into "commodity" that can be earned through unrelated assignments or actions like bringing in needed classroom supplies. Instead, Feldman suggests grading work if its important or not including it in the grade book if it's not important. Lowering grades for late work is also problematic. Many students can't turn in work on time due to home environment or technical issues. Instead, teachers can accept work up to a certain point like before an assessment or before the end of a grading period. Finally, grading based on behavior and participation. Feldman cites these do not "represent a student's academic performance", and does more harm than good in motivating students to learn. Instead, teachers should consider how hard a student worked on an assignment when considering grades. Rewarding students' perseverance can help motivate students to work harder.

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One strategy I've used in the classroom involves going over assessments like quizzes or test with students after results have been turned in. I make a list of questions or concepts they struggled with in the assessment and those they did well on. I then go over those with the entire class to find out what made the wrong answers challenging and what made the correct ones easier. With the students' help, I then provide them the opportunity to retake the assessment after we go over answers they found challenging. This form of evaluation of test or quiz creates a kind of formative assessment to help improve students successes with them helping me improve the assessment as well as my teaching strategies.

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Two strategies noted in the article include student-led conferences and observations. I've used both in the classroom, but not as much as I'd like to. When I have used student-led conferences, I gave students a form they fill out before the conference. The form includes questions like "What work or assignment were you most proud of?" or "What work or assignment did you struggle with and why?". During the conference, students covered these with either myself or with the parent present if it was part of a parent-teacher conference. I've also used observations in the classroom numerous times. I checked students' work as I walked around the room, as well as recorded what they may be struggling with. This form of formative assessment has helped me gauge what is working with my assignment and/or what I need to improve if students are finding it too difficult or challenging.

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A. Two strategies from the article that aim to involve students in formative assessments are questioning strategies and criteria and goal setting.

1. Strategy 1: With questioning strategies it allows for deeper thinking and provides insight for the teacher about the student's depth/degree of understanding. It may at time elicit immediate information about student learning. It can be anything from an exit slip to a visual check in with hand gestures.

2. Strategy 2: Criteria and goal setting engages students in the learning process because they are able to set clear expectations. They are able to establish what quality work looks like and understand where they are, where they need to be, and how to get there.

B. In my own classroom I currently use both of the strategies mentioned above. For questioning strategies I will sometimes as students to show me on a scale of "fist to five" their understanding before transitioning during the lesson. I also incorporate Costa's Levels of Questioning. Students are given tasks where they answer leveled questions, but they also get opportunities to design their own questions using the content covered. I also use criteria and goal setting. I will often have exemplars and non-exemplars from previous year to show students and we will have a discussion about what score they would give and why. By allowing students to see these samples it gives them a better picture of what is expected.

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A formative assessment that builds confidence - Joanna Cave

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1. "Criteria and goal setting with students engages them in instruction and the learning process by creating clear expectations." I use the strategy of creating criterie for success. Often times, students and I create the criteria together. One thing that I would like to start doing more frequently is setting goals with students. I believe adding the goals would give students a clear path.

2. The second strategy I use in the classroo is Questioning. This is my go to strategy in any situation. My favorite questions are, "what in the text makes you say that?" and "can you tell me more?" these two questions usually get the job done.

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A. Two Strategies that aim to involve students in the formative assessments are self and peer assessments and student record keeping.

1) With self and peer assessments students get the opportunity to look at their work and evaluate their learning metacognitively. When looking at a peers work, they have a chance to partner with one another and begin to see how they can work together to achieve a common goal. The classroom becomes a space for teamwork and reflection instead of grade-based competition.

2) With student record keeping students monitor their own progress towards learning goals as opposed to relying on teachers to assign a grade to their learning. They can see how and why their graded work is either approaching, meeting, or exceeding the learning criteria. B. I have actually used both of these methods in my classroom. I ask students to self and peer assess during and at then end of every major writing assignment. The peer assessment is a part of the pre-writing process and is completed during class before students submit a final draft. As far as student record keeping, in the past, I printed out a table with each learning target and multiple columns to the right and instructed students to track their progress throughout the semester as they received graded work back. When I noticed students weren't using the chart regularly, I stopped providing the document. I can see how that was to my and their detriment and I want to start using it or something like it again.

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For late work, the author suggest putting limits, like no penalty but it must be turned in before the summative assessment or a week before the report card - to avoid the teacher having tons of lesser quality work at the end of the semester to grade. For cheating, the author suggests having the student perform some form of restitution to avoid inaccuracies in the mastery grade, including but not limited to taking test with greater supervision or apologizing to students and teacher. For effort and behavior, the author points out that these deviate from the Driving Principle and should not be included in grades at all.

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According to Feldman the role of homework is to support initial instruction. It is not to be included in students' grades. It is to be used as a way for students to learn the content. Homework can be used to provided feedback for students on their progress toward mastery. Homework can be similar to a formative because formatives are meant to inform teachers and students of what they know. Students can be free to make mistakes and corrections to perform better on summative. Summative measure and the progress or mastery on a particular learning target or concept. These roles support student learning and address the inequities of traditional grading because grades are seen as something that is there to inform a student or their family of their progress verses it being a punishment. Homework being seen as a way to help support and inform students of their progress verses another thing that could hurt a students' grade because it wasn't done or done incorrectly.

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An alternative to extra credit that was mentioned in the reading was for students to revisit and redo assignments that they did not complete or perform well on. Because all work that is assigned should be important, having students focus on work that has already been assigned verses receiving extra credit work would be more equitable and reasonable to improving their learning. This would support assessment for learning because it would provide a more equitable policy in regards to work and provide less confusion to students about what work would support their preparation for assessments.

An alternative to late work that was mentioned in the chapter is to eliminate a penalty for turning in late work. Allowing students to turn in assignments whenever they can will allow learning to be continuous throughout the course. Students learning should be the main priority, even if it is done later than others in the class. This would support assessment for learning because it would put the focus on learning and mastery content verses meeting deadlines and due dates. I think it would encourage students to preserver when circumstances are not ideal, preventing them to meet deadlines or due dates. Eliminating penalties for late work would allow students to engage in their learning at any time while they ate taking the course.

An alternative to counting participation in the academic grade would be to exclude it from grading altogether and focus on the demonstration of the content/standards. Progress of participation and behavior could be monitored and recorded though Work Habits or Cooperation Grades. This would support assessment for learning because students would only need to worry about grasping the concepts in order to achieve a high mark in the class. It would ensure students are not assuming or feeling like there is something personal went into how their grade was calculated.

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One practice that I implement to help students overcome a chronic sense of failure that was mentioned in the reading is a test corrective form that asks students to identify their errors and also what kind of error they made. This form asks them to identify their error, correct it, and then write about steps they can make to ensure it doesn't happen again. Students are given a few passages describing what kind of errors their errors could be like, simple, procedural, or conceptual. They are provided tips or suggestions on what they could do if they are making these errors often. Students are asked to write a short plan stating strategies they will do before their next retake to overcome the mistakes or challenges they are facing.

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Strategies Involving Students in Formative Assessments:

#1: Using student work to show as exemplars for other students

I implement this strategy sometimes before students move into their corrective activity. I will keep the student anonymous and have other students compare the exemplar to the rubric. I ask students to justify the given score.

#2: Having students engage in self & Peer Assessments.

I implement self assessments often. I often have students assess themselves using the proficiency rubric before turning in their assessment for me to grade. I ask them to justify their score using the rubric.

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1. Homework ideally serves as a formative assessments where students continue their learning from the classroom in a self-direct manner. To connect this to a previous module, homework helps student with their practice variable and time variable. At home, students have a flexible amount of time to delve into materials. As well, they are in the "learning zone" as one Ted Talk put it (especially if the homework does not hurt their grade). All homework should be given to prepare students for their summative assessments.

2. Formative assessments should inform the teacher's instruction and alert the students of their progress for reaching curriculum goals. Summative assessments should provide comprehensive information about a student's level of learning at a certain point in time.

3. These roles address existing inequities because they clarify what the purpose of grades is. Nothing about behavior nor timeliness gets mixed into these grades. As well, communicating the purpose of these assessments to students and families makes school more accessible to those who are unfamiliar with navigating it.

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In this Chapter, Feldman outlined alternative grading practices to extra credit and other traditional elements of the syllabus. Feldman suggests that extra credit should not be given because it is usually secondary to the core curriculum. It's asking for the cherries on top with no ice cream or fudge brownie underneath. Teachers usually give extra credit to help out students who are failing, but in this case, we should just allow students extra time to submit their work (when able). This resolves our same desire to help the student while still valuing our EGI grading practices.

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I really hope to implement proficiency scales in my class. I currently use rubrics for individual assignments, but do not have go-to scales for my various learning targets. I think that that would not only save me time in the long-term, but also make learning outcomes more clear to students. I have gathered a lot of information this year which has let me know that students are confused by learning targets even though they know how their grades are determined. I hope that I can make lots of progress towards this goal towards the end of the year (assuming I get to keep my preps).

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A. Strategy 1 - Student Record Keeping. Record keeping allows students to track their formative assessment progress. This ideally coincides with students' gradebooks which would provide them with more efficacy in the classroom. A student who knows what they've completed and how they're doing in their learning objectives will feel empowered to make necessary changes along the way.

A. Strategy 2 - Questioning Strategies

Questions are often informal ways of doing formative assessments, but they are quick and can be used very flexibly. Depending on the type of questioning and the depth of question, this strategy could reveal lots of information about our students.

Strategy 1: Student Record Keeping.

I have students keep records with their history binders. All formative assessments stay organized in the binders and their work is checked periodically. This helps learners to stay organized and be aware of the growth throughout a unit.

Strategy 2: Questioning Strategies

I regularly have students pair-share or discuss questions with their tables. This helps students to discuss answers with peers and see where their ideas are in relation to their neighbors. When students discuss (prior to the share out) I'm able to observe the conversations and get a sense of student's progress.

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Homework plays the role of practice towards a summative assessment. The roles of formative and summative assessments in grading are different, although they both support the student in developing academic skillsets. The role of formative assessments is to provide the student practice on the skillsets that will be demonstrated on the summative assessment. Formative assessment also renders current data so teachers can update their curriculum to address student needs effectively. Summative assessment plays the role of assessing the students command over a specific academic skill. Practice, formative assessment, should be encouraged as the means to create the necessary habits and predispositions that will enable students to perform and use academic skillsets necessary to demonstrate academic proficiency. Practice should not receive an academic grade.

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1. The role of homework for students is to practice what they have learned in class. It should serve as a formative assessment for teachers to check what students are or are not understanding and give feedback.

2. According to Feldman, formative assessments should not be including in the grading software and should not have any bearing on final marks. Formative assessments are meant to inform instruction, but by their nature are supposed to allow students to make mistakes and demonstrate their true understanding at the time. If they are graded, then students will a) not look at the feedback the teacher gives, and b) discourage students from making mistakes and possibly encourage cheating (if graded for correctness). If graded just for completion, students will not put the effort to complete them and may be encouraged to cheat and could inflate grades because they have no incentive to put effort into it. In either case, grading formative assessments do not give valid evidence of a student's content knowledge (per the bias-resistant pillar's driving principle). Summative assessments, however, are meant to measure student understanding and/or proficiency level in one or more learning targets. He states, "Equitable grading that is accurate and bias-resistant includes nothing other than a student's summative assessment results" (p. 143).

3. Traditional grading practices for homework in particular are inequitable because it is unreliable (depending on what supports they have and/or if they copied), reflects student environment and circumstances (frequently out of student control and possibly subject to systemic bias) more than their actual content understanding, and results in inaccurate grades. By eliminating formative assessments and work at class and home as well as behaviors, we remove opportunities to reinforce the achievement gap and biases. Designing summative assessments that give students a way to accurately demonstrate their understanding of content is the most equitable way to assign a grade to a student. This may include alternate methods for demonstrating understanding chosen by the student or multiple different means of testing student knowledge/skills. It may also include opportunities for retakes.

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1. Feldman states, “homework helps students to practice what they learned in class and gives the teacher valuable insight into her students’ learning” (129).  Homework is a form of a formative assessment where students can have freedom to make mistakes and self-assess their content knowledge, and teachers can monitor student learning and adjust their learning activities.

2. Feldman claims, “EG that is accurate and bias-resistant includes nothing other than a student’s summative assessment results.  FM, such as quizzes, classwork, homework, and etc, can be entered in the gradebook but in a category worth 0%, can be used to tell the story of the student’s achievement to a caregiver or an administrator.

3. Traditional approaches to grading were subjective and biased, and therefore, inequitable and unreliable because they included in a grade rewards or penalties for mistakes, encouraging earning points by any means necessary and compliance to teacher’s control (management).  These distinct roles eliminate the unreliable variables for learning and focus solely on the evidence of their mastery in the subject matter.

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An alternative practice for assigning extra credit is to have student’s complete assignments that are important by means of redoing assignments until they begin to progress in their skill acquisition. An alternative practice for removing points from an assignment due to late submission is to allow students to turn in work from a unit until the summative assessment for that unit or a week before final grades are due.

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I would like to begin having students create practice versions of multiple-choice tests that parallel the content exams, so students can analyze their own strengths and weaknesses. This practice might further student learning by removing the high stakes characteristic of the assessment by providing many practice opportunities for students on skills that they need to develop.

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Feldman notes that extra credit inadvertently devalues the curriculum and increases the achievement gap.  To make grades more bias-resistant, students have to do and redo the assignments, instead of making up the points by doing EXTRA things.  Moreover, penalizing students for late work is an inaccurate measure of the student’s level of performance and because “learning has a more flexible timeline and pace” (116).  Finally, incorporating students' participation and effort in their grade violates the driving principle of bias-resistant EG not only because they are “subjective and therefore bias-infected” (121) but also because they are quite irrelevant to their academic performance and achievement. These alternatives support assessment for learning by eliminating teachers’ implicit bias and ensuring that students’ grade is solely based on their academic performance/achievement.

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The role of homework is to reinforce students' learned skills in class. It is assigned to practice and prepare students for formative assessments. It provides teachers with feedback on students’ misconceptions. It helps the teacher to plan the follow-up instruction. Homework should not be graded.

Formative assessments inform the teachers and students of students’ learning. It monitors students’ progress. It identifies students’ misconceptions and learning skills they struggled with the most.  It is an opportunity to practice what they learn. It should not be considered as a student’s final grade. Formative assessment predicts the students’ performance on Summative assessment. Before the summative, the teachers can design an intervention activity to help the students do well in the summative assessment.  The summative assessments determine students’ grades.

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Extra credit points and participation points do not reflect students' learning. Deducting points from submitting late is punitive. It does not help the students to focus on the quality of work. Students' grades inform everyone what the students can do well. Inflating students’ grades from extra credit points and participation points makes students do away from learning the standards. It puts the students into a false understanding of being prepared for the next course.

According to Feldman, if the assignments are not important exclude them from grading. Instead, only include the assignments, that are required to do to show mastery of learning targets.

Eliminate extra- -credit points, and participation points, and reduce points from late work.

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Before learning a concept or a specific learning target, I present the learning targets and success criteria. I also present the proficiency scales for each learning target. ( I am more consistent doing this in one of my classes. My goal is to implement it in all my classes). After the lesson delivery and practice, I ask my students to go back to the learning target and do a quick self-assessment of their progress.

To address students' chronic failure, I hold a one-on-one mini-conference and we go over each learning target they miss. I ask them what support they need. I offer a tutoring session after school and before school. We work on achieving a small goal. I involve them by asking them to pinpoint the learning targets/skills a student has trouble with

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Two strategies to involve students in the formative assessment

1. Parking lot- provide students space where to students pose questions, clarification about the learning objectives

2. Students Record Keeping and Writing a reflection- students write their progress towards the learning targets and writing their action steps to achieve the learning goals

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According to Feldman the role of homework in learning is practice, something teachers should never expect to be perfect and 100% correct, because if so then why are they in our class? The connection is homework is a formative assessment that stands as practice to prepare students for their summative assessments. The role of formative assessment in grading is that it shouldn't have a role. It is there for practice, to see what needs more time or attention, and to give students feedback. It's there to prepare them. The role of summative assessment in grading is to see if the student has mastered the material, or where they need to go back, be re-taught or practice some more, so they can then re-do their summative assessment.

One way these roles address inequities in traditional grading by taking chance things out of the equation (like having other homework, being responsible for family, jobs, etc.) and not penalizing students who might not be able to complete their homework. For summative, it allows for students to realize they get a second chance if they have a bad day for any of the reasons above, or if they need more help on a topic. They are not experts at what they are learning, that is why they are learning it, and learning is a process-not something your entire grade should be based off that you did 1 time.

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While not listed in the prompt, the section that intrigued me the most was the one regarding cheating. I recently struggled with this because I had some students use AI to help them write their personal narratives. I have been of the mindset that cheating on an assignment constituted an automatic zero, but I hadn't considered some of the alternatives that Feldman explains, such as having the student complete the work again while being more closely monitored or working one-on-one with them.

When it comes to extra credit, I let students know that I don't do that, and that they need to work on their existing assignments. Furthermore, I do accept their late work without penalizing them, and do my best to avoid being influenced by students' participation/effort.

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1. The role of homework in learning according to Feldman is “the space for students to make mistakes,” and “a way for the teacher to check what skills students learned” (129). These two roles Feldman outlines connect to formative assessment, as they explicitly track on to the purpose of a formative assessment.

2. The role of formative assessment is to allow students the opportunity to practice their skills in a low-stakes environment, allowing teachers and students to assess their level of mastery and address any misconceptions that come to light before the summative assessment. The role of a summative assessment according to Feldman is to “evaluate student’s content mastery” (129).

3. By splitting assessments into these distinct roles, we are able to turn grades into a clear reflection of a student’s actual skills in relation to learning targets, rather than a reflection of how much time and resources a student has at home, or how comfortable a student is with making mistakes on their road to mastery.

-Jonathan Bernard

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One strategy that I use in my class is allowing students unlimited retakes on their vocab quiz. Similar to the math example in the article, students are able to see which questions they answered correctly and which ones they didn't, and of the ones they got wrong which ones were due to spelling mistakes and which ones were actually incorrect. Once they have done this, students are able to go back and retake their quiz if they wish to do so.

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Two important strategies for involving students in formative assessment are:

1) Criteria and goal setting (i.e. establishing clear learning targets and ensuring that students understand the criteria for reaching them)

2) Questioning strategies (i.e. asking questions that allow for deeper thinking and provide relevant information about students' understanding of the material)

I am hoping to be more consistent in implementing better questioning strategies, particularly exit slips. I also want to be more intentional about involving students in self-assessment through the use rubrics and proficiency scales.

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The alternative grading practices that Feldman suggests are:

Instead of extra credit assignments, he reccomends that if it is that important to make it an assignment that all students are required to do, and if it is not or not even related to the learning then it really shouldn't be a part of the grade. Instead, allow students to turn in the original work late and to redo or improve on work that is not full credit.

As for Late Work he makes a case for accepting it late without a penalty stating that if students have enough time then they will turn in better quality work and penalties for work being late just puts behavior into the grade which is what we want to avoid doing.

Participation is the biggest no no for a letter grade because it is very bias by the teacher who has her own idea of what being a good student and participating means which doesn't align to all cultures, gender etc.

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For extra credit, Feldman notes instead of giving it as a way for students to bump up their grades, instead give them more opportunities for revision and re-takes to fix whatever they didn't do well on. Give them a chance and more time to learn the material, rather than an unrelated extra credit assignment. Or-if the extra credit is useful, make it a real assignment. This supports assessment for learning by letting the students evaluate where they are with the teacher, go back and try again with what they might have struggled with.

For late work, rather than penalizing it we should simply give students more time, or whatever time they need (as we all learn differently) and in this way Feldman says we may even get better work back from the students because the stress might be gone. Within reason of course, there are grading deadlines so students must be aware extra time even has a deadline.

Participation and effort, according to Feldman (I completely agree) should have nothing to do with a students academic grade. There is no way for a teacher to KNOW how much effort a student put in, and the bias and subjectivity Feldman mentions that would come into play if they assumed is ridiculous. Assessments for learning should be that, assessments FOR learning without all these little things teachers may do that have nothing to do with actual learning.

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A formative practice I want to use for learner confidence-is providing great and not so great examples of student work so that students can see the difference before they begin important writing assignments. I love the idea of having students compare the two and see where one succeeds and another falls a bit short. I give student examples, but not in this way and I love the clarity I think it will provide. I think this practice can help with confidence because they will feel like they have been thoroughly informed and are in control of their success. If they KNOW what a not-great paper looks like, they will know they aren't going to fail because they can make sure to aim higher than the example that wasn't so great. Instructions are all well and good, but concrete examples of what to do and not do give students control of their own success.

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A practice that I hope to implement more regularly to help students recover from a chronic sense of failure is the use of rubrics to help students identify where their shortcomings were in a particular learning target. By providing students with a rubric that identifies their strengths and weaknesses, I can have students self assess and take ownership of their learning and feel more in control of their own success.

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Strategy 1: Criteria and Goal Setting

Strategy 2: Self and Peer Assessment

Currently I don't have students participate in goal setting or criteria building. I do have students participate in several self and peer assessments that we do throughout each unit. Depending on the type assessment, students will work on self and peer assessments in groups or individually.

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The EGI Micro-credentialing program was intriguing to me because of assessment and re-teaching; yet, this article focused on self-assessment as one of the strategies of formative evaluation. I had not thought of that as such, yet it is. I definitely would like to do more self-assessment, like the article mentioned where the student who was facing the failure of her test scores and then the teacher gave her a chart to fill in to evaluate her errors to realize what minor corrections and unknown concepts she had, so that I can make them more responsible for their own performance and learning.

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Extra credit - The most important thing he says about this practice is that "if the work is important, require it; if it's not, don't include it in the grade," which I think is just great advice. Eliminating extra credit is a very easy way to save the teacher time, reduce bias, and reduce achievement gaps. Since extra credit may or may not be related to content proficiency, it does not serve to assess for learning.

Late work - Reducing grades for late work creates inaccurate final grades and disproportionately harms vulnerable students (those with the most barriers or home responsibilities). Removing late penalties allows students to take their time to produce quality work that more accurately demonstrates their full potential and reduces the likelihood of cheating. He doe say it may make sense to set a hard deadline at the point of the unit summative assessment, as doing the late work after that point no longer serves student learning on that topic. Penalties for late work may more accurately and responsibly impact their work habits grade, rather than their academic A-F grade.

Participation and Effort - Excluding these behaviors from grading supports assessment for learning because it ensures that grades are a true reflection of content proficiency, rather than being cushioned or harmed by biased interpretations of what counts as (appropriate/desired) "participation" or "effort." Also, since effort especially is something that the teacher a) cannot fully see and b) does not necessarily equate to learning (ex. lots of time spent on ineffective study practices), it doesn't actually assess for learning.

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For my animal husbandry internship course, I like the first example of going through the details of an assignment, reviewing quality and poor samples and evaluating each, then using those learnings to build the rubric. I think this will be a good scaffold in the fall semester in the future, but I plan to try it this semester, especially for evaluating APA formatting in writing.

Unfortunately, the PBL curriculum I'm using for my AP class is new and I do not have student samples to share. I can do so with FRQ practice (which I have done and the students found very helpful), but I think the second method used in the math class would be valuable for my APES class. I actually would like to do that for review in the first week by applying it to the final exam. They got their responses back and put it in their notebook and I already set the learning target addressed by each question, so that could help them identify areas for growth for this semester (though the targets will be changing and more specific this semester).

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Two strategies that aim to involve students in the formative assessment process are self-assessment and descriptive feedback. Self-assessment enables students to reflect on their academic progress through engagement of goal tracking and academic artifact creation. Descriptive feedback supports student academic development by specifically delineating to students what skills and processes need to be worked on in order to achieve their academic goals. Currently I use descriptive feedback to students to encourage them to spend their time developing specific skills.

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A. STRATEGY 1: Criteria and goal setting - Working with students to define quality work and determine criteria for success helps them to understand where they are, where they need to be, and effective strategies for getting there.

STRATEGY 2: Self and peer assessment - When clear criteria and learning targets are set and communicated, students can self and peer assess their work by using rubrics and checklists of success criteria.

B. I plan to start this semester by going through the AP Learning Objectives with the students. We will use these to create our learning targets for the project/first unit and determine what the criteria for success will be in the context of the final project as their summative assessment.

I want to practice more peer assessment through checking project drafts and benchmarks between groups. I also want to do more self and peer assessment in FRQ practice where students can check their responses to the criteria set by college board.

Similarly, in my internship course for animal husbandry, I will work the first week and a half to set expectations, develop our "I can" statements for the learning targets, and review the proficiency scale. The hope is for them to use these to peer assess their writing for the class.

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Feldman argues against the use of extra credit, saying that it undermines the purpose of learning standards, and communicates that points are interchangeable rather than a reflection of the student’s academic performance based on a body of evidence. This supports assessment for learning in that grades should communicate which skills students have mastered, and which they need improvement in. Unrelated extra credit undermines this grading paradigm.

He goes on to advocate against grade penalties for late work, as these introducing penalties into the grading system actually create inaccurate final grades. Even aside from the fact that deadlines with penalties are an inequitable practice which disproportionately affect vulnerable students, it leads to a final grade which does not communicate a student’s actual skills in a learning target, making it extremely difficult for students to accurately discern what skills areas they need to improve.

Grading participation and effort similarly skews final grades, Feldman argues, as they are subjective judgements subject to biases which do not reflect measurable skills or valid evidence of academic achievement. The alternative of focusing only on academic performance supports assessment for learning by giving students a clear path towards what specific skills they need to improve their grades.

-Jonathan Bernard

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A formative assessment practice that I will implement is clear proficiency scales that students can use to self-assess their level of mastery, which will include student-friendly resources students can use to take their learning to the next level. As Stiggins puts it, this would be a move from “assessments that verify learning to the use of assessments that support learning.” Rather than just verifying where they are on a rubric, the self-assessment will provide them with tools for them to independently plan and achieve their next steps in learning.

-Jonathan Bernard

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A. The two strategies from the article which stood out to me most are “Student-Led Conferences” and “Self and Peer Assessment.” Student-led conferences involve students discussing specific learning targets and standards in self-led conferences. This allows students to articulate where they are in relation to standards and learning targets.

“Self and Peer Assessment” encourages students to take an active role in evaluating their own work and the work of their peers. The authors argue that “with peer evaluation, students see each other as resources for understanding and checking for quality work.” This differs from student-led conferences in that they are assessing and evaluating their work products, rather than discussing the learning targets themselves.

B. Both of these strategies emphasize student involvement in the assessment process, but I hope to implement “Self and Peer Assessment” before attempting to integrate student-led conferences, as I feel students will find more intrinsic motivation in evaluating and improving their work rather than discussing their skills and learning targets in the abstract.

-Jonathan Bernard

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A. 1. Self and Peer Assessment: students use self-evaluation to reflect on their learning using criteria or the goals they set for themselves.

2. Questioning Strategies: Asking question to get an understanding of the degree and depth of student understanding.

B. I use self and peer assessment regularly in my class. However, one thing I learned from the article is to have students establish and define what quality work looks like more intentionally. I have also used the exit tickets to ask students questions at the end of the lesson. I plan to continue to use these in my classes.

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Two strategies mentioned are questioning strategies, which include thumbs up/down and exit tickets, and peer and self assessments. I do many questioning strategies, in person and through Peardeck, but I don't do enough self-assessment. I did some with 9th last semester, but I need to do more with all my classes this semester.

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A. The first strategy I noted is the self and peer assessment strategy, which enables students to not only look at where they are in their own work-but also allows them to help their peers see how they are doing in their work as well. B. I have engaged my students in peer to peer assessment, and I have seen some really good outcomes, I probably have done most self-assessing with students more verbally than written and this I would like to implement differently/better. A. The second strategy I noted was student record keeping- where students keep track of their work, where they are and how they could use supports. B. I have done only some of this in my class, and I think the students got off-track on it-I would like to implement this more and really show the students how important it is for them to keep track of themselves for themselves;.

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1. Homework allows teachers to see what have students learned from the lesson and what they are able to apply. It becomes data for the teacher so they can inform their instruction (formative assessment) to help the students do well on the summative assessment.

2. Formative assessment is a tool. It helps the teacher collect data and is informative. We are able to see where our students are. Summative assessments are the overall tests from the unit or the state/district testing that tests their knowledge on standards.

3. Homework does not help when it is graded because that grade then skews the actual grade; sometimes students who need our help the most, especially in the beginning of the lesson, are the students who do poorly on these homework assignments. This could lead to copying, so they don't get bad grades on homework, or they disengage from learning. Therefore, the homework grade brings down their grade, and it is not reflective of their mastery of the standard. More so, students were bragging about how if they did all their homework assignments, they would then pass the class with a high percentage even if they did not do any of the tests.

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The roles of formative assessments are used to help teachers figure out what and how to modify instruction based on student needs while summative assessments inform teachers on the student learning outcomes. We need to keep these separate from each other and use the summative assessment information to determine the level of content standard mastery. This will include allowing retakes and enrichment activities. The distinct approaches allows for a level playing field as students are not being rewarded by the amount of work one does, the amount of extra credit, the amount of “proper behaviors” and so forth, but instead students are rewarded for their content mastery and ability to demonstrate it regardless of socio-economic, culture, race, or any other situation that could allow for one’s personal biases to impact a grade.

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In this chapter of Feldman's book (2019), he discusses alternatives to dealing with various things that we as educators tend to utilize to help students earn better grades. I appreciate how Feldman discusses on page 114 that we should stop providing extra credit. Feldman explains how it goes against the principles of grading as students are learning how to "play a points game" which is counterproductive to learning. I highlighted a huge section on page 115 as I believe that reducing points on late work is absurd! I have my own personal beliefs in this practice as how does reducing a grade based on the assignment being late -- reduce the knowledge or learning that one has done. Do I like grading late work? No, I do not, but the reality is, if the student met the standard in the assignment, then the student should receive their grade based on their evidence of learning. Not on a behavior such as late work. I am working more towards not allowing student behaviors impact their grades for meeting the content standard. But I will utilize the "Work Habits" and "Cooperation" columns to express to the student and the family of the student on student behaviors. I am guilty of assigning a "zero" when a student has been caught cheating. However, I will implement having the student go back and redo an assignment and possibly scrutinize them more in the future until trust is earned again on not cheating.

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1. Extra credit communicates the idea that if they don't learn that specific learning target, then that is all right since they will be able to make up the points in a different unit or learning target through the extra credit points. Feldman explained it as having them devise their own learning map by choosing what they want to learn and what to omit. More so, extra credit undermines the lessons since it makes them think that it is optional. If they don't do the actual assignment, they can still pass with the grade that the students desire through the extra credit.

2. Late work and the concept of taking off points is nicely described in chapter nine. Feldman explains how punishing students be reducing points typically punishes the exact demographic that we are trying to reach and help. These students are those who have fewer resources, weaker prior knowledge, overwhelming schedules, a lack of engagement, stress, and simple forgetfulness (115). This group is exactly the type of students we are trying to strengthen. I also feel like students who have gone through a lot of emotional turmoil are placed in this category of forgetfulness, fewer resources and weaker prior knowledge. Why would I punish them more?

3. Effort and Participation: Grading participation makes up "superimpose the behaviors we engaged in that made us successful. In doing so, we often ignore the diversity of learning styles" (122). In giving a grade for participation, we again ignore a group of students that do not have those learned behaviors and feel threatened when we superimpose our ways onto them. Feldman reinstates, "we do not want to confuse skill development with our own desire for obedience" (122). Moving onto grading for effort, Feldman explains that attempting to evaluate a students' effort will be the gateway for our bias and judgement to seep through (123). Furthermore, he states that our evaluation of effort is "based on starkly incomplete information" since we only see what s in the classroom (Feldman, 123).

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A formative assessment practice that I am eager to implement is the first scenario. The assignment where a high quality sample essay is assigned for students to read. The next lesson is a discussion of what made that essay great? Following that, the next step would be to assign a low quality essay. Students would then have another discussion based off what made that essay so poorly done?

I feel like in ELA this would be so useful. For multiple choice questions, I would love to use the second scenario of that graph!

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I would like to implement the student record keeping in the form of a do now or an exit ticket by having students log into Schoology and track a specific learning target. They would then make a graph of their progress. I would pair this up with the goal setting by having them write a goal specific to that learning target that they are struggling with and have them come back and add to that graph and update their goal later that month regarding whether they have attained it or not yet.

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#1. According to Feldman, homework is practice. It is formative assessment, and a way for the teacher to check what skills students learned from the day's lesson and what they have not yet learned. Teachers use the results of homework to revise their instructions so that students are more prepared for the summative assessment.

#2. Formative assessments are essentially practice and they tell both the teacher and students how much the latter have mastered towards the learning standards. They should not be counted or included in students' grades. While summative assessments on the other hand, are the only thing that are included in students' grades according to equitable grading.

#3. Traditionally, both formative and summative assessments are part of grades. Since formative assessments are actually students' practice and progress, they may not reflect their mastery of the content. So the grades will not reflect students' real proficiecy.

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Feldman promotes the idea that homework should not be included in the student's final grade. He asserts that homework should be viewed as practice for the pupil and one which the student is continuing to learn and master content. Homework provides both feedback to student and teacher. By completing homework assignments, students are practicing for their summative assessments. Formative assessments inform of a student's progress in mastering content. These assessments do not count towards a student's final grade. Summative assessments show what the student has learned during a unit of study; the pupil is graded. In traditional approaches students were graded in formative assessments, including homework, behavior and, submission punctuality. These were disadvantageous to students because they did not reflect what content a student learned. In fact they often viewed as punitive measures the teacher handed out to the miscreant student. Using summative assessments and providing repeat opportunities is a much more equitable approach to follow.

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This article was very impactful especially when Stiggins (2007) states, "Students' thoughts and actions regarding assessment results are at least as important as those of

adults." This is a key takeaway and point for me from this article as it displays the importance of including students into helping create the formative assessment in terms of the quality of the product that students should produce to be able to demonstrate their depth of knowledge and learning.

As it applies to me in terms of something I have implemented or hope to soon implement -- I do Socratic Seminars and debates in class as students seem to enjoy these tools for learning and will challenge each other. Does it always work with 100% participation? No, it does not. It works the majority of the time. Also focused note taking and highlighting documents to assist students in reading and discovering more before having open class discussions have been successful too. I do believe that I will implement table discussions to develop student discourse in a micro level to see if more student participation takes place.

Something I would like to be able to do better though would be to provide better examples of excellent work as well as examples of subpar work. This would help students to better understand how one should try to produce above the assignment and allows for students to better show depth of knowledge and understanding.

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Garrison and Ehringhaus (2009) article discusses the importance of summative and formative assessments within the classroom and the importance of having students participate within the process. The article discusses ways to include students into the formative assessment process. Two (2) of the strategies that I chose to utilize are:

Strategy #1 -- Questioning strategies which will allow a deeper insight as to what students are learning. These questions need to go beyond just recalling information and need to dive into the deeper meaningful "why do you think this/that...etc..." type questions which allow students to provide their insight into what they have learned.

Strategy #2 -- Self and Peer Assessment allows student to do their own self-reflection or to help guide their peers with assessments. This process allows students to self-discover what they can do to improve their learning experience and grow. It also allows students to view their peers as resources for assistance as needed as well as allowing their peers to grow as students. I like to explain to students that we, as teachers do a lot of self-reflection so we can determine what works and why it works and what is not working and why it is not working. This demonstrates to students that this process is lifelong.

I would like to do more student self and peer assessments for the remainder of their school year as I believe it will help students grow and go beyond superficial answers. I believe it will allow students to go deep below the surface and challenge themselves in the learning process and most importantly to grow as people. Of course, in a perfect world -- I would implement all of these once we come back from Winter Break, but that is not a realistic goal at this time.

References

Garrison, C., & Ehringaus, M. (2009). Formative and summative assessments in the classroom. https://drive.google.com/file/d/1oT0asRl6DRoTACK-rKnlUknucpYUW8CX/view

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According to Feldman, "If the work is important require it; if it's not, don't include it in the grade". I personally do not believe in the concept of extra credit and have never assigned it before in my career. I 100% agree with the statement that "If the work teachers assign is important, students shouldn't be able to avoid the work or replace those points with alternate tasks, particularly when those alternate tasks aren't related the to content". The alternative to later work is that "If the work was important, it was important whether they did it by the due date or they did it a week later". I used to lower the grades on late assignments but starting in this semester, knowing this, I have stopped doing so. The alternative to rewarding participation and effort would be to teach students the soft skills and learning strategies they need.

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One formative assessment practice that I use with my AP Chinese class to build my students' confidence is similar to that in the article. For example, when students learned how to write an email response, what we did was that I showed my students a perfect example with the correct format, rich language, and proper register. They were nervous in the beginning because of their lack of language proficiency, however, after analyzing the sample email/writing together, most of them were nodding their head. Then we summarized what necessary elements this sample entailed and every student typed it up and started conceiving their own work. The turnout was that even though not all students created a 5/5 assignment, they were able to follow the correct format and included a beginning, middle, and end.

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I have been a reluctant awarder of extra credit and was pleased to learn that it was discouraged with EGI. I agree with Joe Feldman that it inflates a student's grade and falsifies what they know and can do. "If the content of an extra credit assignment is valuable for student learning, it should be included in the required curriculum.."

Another inequity in traditional grading is that of penalizing late work. The author suggests that late work should be graded because it allows you to see what a student has learned, which is at the heart of EGI. Time is a variable for learning and some students would be disadvantaged if it was taken from them. I also like the idea that there should be boundaries as to how late work can be submitted and graded.

Effort grades are full of biases and should be removed, only students content and skill knowledge should be assessed.

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1. According to Feldman, the purpose of homework is to practice skills learned during initial instruction. Homework assignments are formative assessments since they are intended to review and reinforce in-class learning rather than evaluate learning. Completing homework prepares students for summative assessments, which are graded.

2. The role of formative assessment in grading is to provide teachers, parents, and students with feedback on student learning. These assessments can be included in the gradebook, but should not affect the academic grade. Teachers can provide written or oral feedback on formative assessments so students can revise their work. Students can use results from formative assessments to identify resources they may need to support their learning. On the other hand, summative assessments are included in the gradebook since they are evaluations of student learning. The results of these assessments indicate student proficiency on specific learning skills. 100% of the academic grade should be derived from results on summative assessments.

3. The distinct roles between formative and summative assessments address inequities in traditional approaches to grading because a students' behavior and environment is not included in the grade. In traditional grading, environmental factors such as neighborhood safety, income, exposure to trauma, and family obligations often affect a student's grade because they impact the ability to complete homework, arrive on time to school, and receive help at home. Undesired student behavior, such as not completing assignments, sleeping, talking too much, etc. also affect traditional grading system where "classwork" and "participation" is graded. In an equitable grading system, only what a student learned in class (reflected by performance in summative assessments) affects their grade. The teacher may note patterns in attendance and behavior, as these factors likely affect academic performance, but they are considered separately. This system is more equitable because the grade is not used to punish students for environments they may not be able to control and behaviors that may not reflect academic ability.

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I like the second scenario: Help Students Turn Failure into Success. In my science classes students work in collaborative groups and are constantly challenging and learning from each other. As I move forward I would like to provide them with exemplars of different quality of science work/scenarios and have them assess them and generate rubrics. By allowing my students to resubmit formative tests is one way to see their confidence boosted- as they achieve success.

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Feldman outlines the following alternative grading practices:

1. Extra Credit: Instead of offering extra credit, teachers should require students to revise and resubmit assignments to improve their grade. This alternative communicates the importance of the teacher's assignments for communicating learning and rejects the notion that assignments can be replaced for tasks that do not assess learning targets, such as bringing extra supplies or watching a film at home. This alternative is also more equitable because it does not require students to have additional resources outside of class.

2. Late Work: Instead of penalizing late work on a students' academic grade, teachers should accept late work until an "end point" in a learning sequence, such as the end of grading period. Allowing students to submit late work communicates the idea that the quality of work reveals more progress towards learning goals than the time it is submitted. This practice also reduces rushing and cheating because students know they can take more time on assignments if needed.

3. Participation/Effort: Instead of factoring participation and effort into academic grades, teachers should ensure each assignment is a reflection of progress towards learning targets. Since these categories are subjective and highly influenced by a teacher's perceptions of an ideal student, they should not be included in academic grades. An alternative is to include comments about student behavior separately from the academic grade (such as a Work Habits score or on report card comments).

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1. In Grading for Equity Chapter 9, Joe Feldman discusses the role of homework in learning. He warns against the use of homework within a students grade as it does not reflect a students' learning, is often corrupted by parent/caretaker or lack of (environment). It connects to formative as homework can be a way for the teacher to gather infomation about his/her/their students before a student takes a summative assessment. Feldman also warns about homework for a students' grades because of the dangers of copying and how this form of cheating can over inflate a student's grade without really showing what the student has learned.

2. The roles of formative and summative assessment in grading is really having teachers consider more broadly wha their summative assessment is since that is really the only thing that should be in the gradebook. The formative assessment helps to inform the teacher through hw, or bell ringer activities but the summative measures the learning. Feldman encourages all teachers to strive to let go of the extra credit or other traditional methods to grades - which ultimately means letting go of grades as a control over behavior but instead open up to the idea of grades only reflecting learning.

3. These distinct roles address inequalities in traditional approaches to grading. In the traditional way (incorporating homework as a grade) can hurt a student who may not have the home support - working parents or non-English speaking parents.

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In Grading for Equity Chapter 9, Joe Feldman discusses alternative grading practices for extra credit, late work, and communicating behaviors such as participation and effort. Such alternatives include removing the penalty in a gradebook for late work or rethinking the 0 for cheating as these are not reflective of a students' learning but instead a behavior. I appreciate that Feldman does include an understanding of teacher workload and suggest that teachers can accept work up to the summative assessment or with enough time at the end of the term to assess the work. The teacher review of the materials can better inform what students know and need. Ulimately, these alternatives support student learning rather than behavior. The removal of extra credit in a gradebook will give a more reflect a students' learning rather than a blown up grade based on a students' ability to bring in school supplies for extra credit. The removal of extra credit also encourages students learning because it removes points as a commodity in class and will in turn create a richer and safer learning environment.

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In "Formative and Summative Assessments in the Classroom," Catherine Garrison and Michael Ehringhaus research ways a formative assessment practice can help students to learn for the sake of learning and lifting up students who see themselves as failures. I implement student record keeping to support students to recover from a chronic sense of failure. I work with our credit recovery students at my school and the sense of failure is real amongst this group of students. I help them by tracking their success in the program they are taking to recover credits. I help them to see how much they've accomplished so that when they fall off the horse it's not detrimental but just a small hiccup along the way. Many of my students need tons of support to see themselves beyond a grade.

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In "Formative and Summative Assessments in the Classroom," Catherine Garrison and Michael Ehringhaus research ways to involve students in formative assessments and the positive impact that has on student learning. They discuss various strategies that teachers can use information from summative assessment to improve student outcome such as:

1. Criteria and goal setting: This strategy encompasses the teacher engaging with students in varies ways. Such as showing student work, distinguishing exemplar student work to help guide students, discussion of learning goals so that students understand the objectives.

To some extent, I utilize criteria and goal setting. I try to give my student samples of projects or writing samples to show them what is expected. Before each unit, I also review the learning goals so they can get a better idea of what they will learn. I also review examples so that students can set goals for better performances.

2. Questioning strategies: This strategy is all about the teacher creating, planning, and executing questioning to further the students' learning. These questions are based on information of the formative assessments and need to be thoughtful, well-prepared, and engaging.

To some extent I also utilize questioning strategies. I absolutely love it when I am prepped beforehand because I can use my google slides and have visuals ready to help further my students learning. Sometimes though a google search would suffice.

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A formative assessment practice I hope to implement to build learner confidence is to teach students how to track and self-assess their progress towards each learning target.

My 8 learning targets (LT's) are derived from the 8 Science and Engineering Practices (SEP's). I can teach students how to track progress on each LT so they know their strengths and opportunities for growth. Then, I will provide resources for advancing to the next level on each learning target and teach students how to select the appropriate resources. This process empowers students to make choices to improve their own learning, which makes students feel more confident in their ability to learn and improve.