https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork Made with a wish on a star en-us 2019-02-21 03:36:24 UTC 2023-03-02 12:48:09 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Shakinghands.png hinrichsd98 https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333481862 Feedback needs to be timely. It allows students to monitor their progress in learning and lets them know where they are excelling and where they can improve. Feedback should always highlight a positivity along with a way to improve.]]> 2019-02-21 03:41:58 UTC https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333481862 hinrichsd98 https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333483333 The text discusses the different ways that an educator can monitor progress. One such example is during more heavily weighted projects, creating "intermediate checkpoints". In the context of English, this could be looking at each students THESIS, then accepting their paper OUTLINE and SOURCES, and finally a ROUGH DRAFT. This ensures a better end result from all students.]]> 2019-02-21 03:50:02 UTC https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333483333 hinrichsd98 https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333484430 2019-02-21 03:56:28 UTC https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333484430 hinrichsd98 https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333485007 We learn about the different types of assignments used within the classroom, both formative and summative and how grading can become a hefty task. Grading for completion versus accuracy or demonstration of mastery is an interesting thought I haven't paid much attention to.]]> 2019-02-21 03:59:37 UTC https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333485007 hinrichsd98 https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333485602 If I use grading for completion, it will be on things such as in-class discussion documentations or small-group discussions similar to the sheet below! This could also be a self-evaluation or peer evaluation type of formative assignment.]]> 2019-02-21 04:02:50 UTC https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333485602 hinrichsd98 https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333487360 Another assignment where students can evaluate each other, discussing why they believe the evidence is pertinent to their theme and providing an opportunity to debate about the strength of evidence within the text.]]> 2019-02-21 04:12:29 UTC https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333487360 hinrichsd98 https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333488360 *There are different ways to grade for different types of work:
-Look over, grade, record, return work
-Go around room and check work while students are engaged in a task

*Allow enough grading time to do the job well; how well students did can tell you whether material needs to be reviewed, if students are ready to move on, and who may need extra attention.]]> 2019-02-21 04:18:26 UTC https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333488360 hinrichsd98 https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333490214 _{Different schools have different ways of grading, some utilize letters and percentages, others numbers such as 1-4 to identify unsatisfactory through mastery of content. I am interested to know what is the most commonly used practice in Saint Paul. Is every school different?} ]]> 2019-02-21 04:28:49 UTC https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333490214 hinrichsd98 https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333490896 Within my assessment course last semester, we read from many sources that grading on a scale from 1 to 4 is becoming much more likable than the 100% scale. One reason being because students have a much harder time digging themselves out of a failing grade in situations where 69-100% is passing and anything lower is failing. Shouldn't each grade be 10%? ]]> 2019-02-21 04:32:40 UTC https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333490896 hinrichsd98 https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333491772 100-90 A
90-80 B
80-70 C
70-60 D
60-50 F
not
60-0 F

How is a student supposed to dig themselves out of such a gap if they find themselves with a 13% out off 100%]]> 2019-02-21 04:38:17 UTC https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333491772 hinrichsd98 https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333492634 2019-02-21 04:43:49 UTC https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333492634 hinrichsd98 https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333493009 What is fairness in assessment? During my assessment course I remember hearing that a grading should ONLY concern whether or not the student has met the understanding of the standards that were taught and that anything outside of that (such as participation) should not be included in such a grade. ]]> 2019-02-21 04:46:03 UTC https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333493009 hinrichsd98 https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333493296 "Using 0 for missing assignments results in “catastrophe” grading (Carifio & Carey, 2009) in which one or a few such scores makes a failing grade inevitable. The grading system should permit students to stumble occasionally but still be able to recover sufficiently to succeed overall" (Emmer 74).]]> 2019-02-21 04:47:53 UTC https://padlet.com/hinrichsd98/Chapter5ManagingStudentWork/wish/333493296