https://padlet.com/caroline_jones11/rbxmhy94rli5 en-us 2018-03-15 16:16:45 UTC 2025-10-11 14:37:12 UTC hello@padlet.com caroline_jones11 https://padlet.com/caroline_jones11/rbxmhy94rli5/wish/242459477 > In addition to evaluating students based on a grade, there are other factors that we can track, assess and report students' achievement on. Teachers can consider the amount of effort a student puts forth, as well as other factors such as their attendance, academic integrity, participation, other valued behaviors, etc..
> Assessing student effort: In order to effectively and accurately assess student effort, teachers must explicitly define and communicate their expectations, what exactly they will be looking for,  and how they will report and provide feedback to students.
> Assessing other factors: When teachers are considering other factors when assessing students, they must communicate their expectations as with assessing effort, but they also have to determine what data they are going to collect and decide how they will report it and provide feedback to the students. 

> When assessing effort and/or other factors, teachers must clearly define and express to students where they will be reporting their feedback (i.e.: in a separate column on their report cards, on a weekly take home sheet, etc.)]]> 2018-03-15 16:20:34 UTC https://padlet.com/caroline_jones11/rbxmhy94rli5/wish/242459477 fghart99 https://padlet.com/caroline_jones11/rbxmhy94rli5/wish/242459724 Reflect only current level of Achievement in the academic grade
         * Grades should measure student's achievement at the time they were assigned.
                 If a new score is averaged with the old score, the overall score is lowered and provides an incorrect picture of the students achievement.
          *  Formative assessments are used for learning to diagnose problems, plan further instruction, provide students with feedback, and to help them improve.
          *  Summative assessment are a culmination of what they have learned and comprise the most recent evidence of achievement.
          

Keep in mind, to base grades on the most current evidence of the student's level of achievement on the indented learning target does not mean that only grades from the end of the marking period should figure into the final grade.

]]> 2018-03-15 16:21:00 UTC https://padlet.com/caroline_jones11/rbxmhy94rli5/wish/242459724 caroline_jones11 https://padlet.com/caroline_jones11/rbxmhy94rli5/wish/242459742 * Many students need help with habits and behaviors, giving them a good grade is arguable

 *Giving C to a borderline B/C student to teach them a lesson might be a bad idea as the student might not know that he got that C as a punishment.
 
*Giving C to a borderline C/D student to boost their motivation might mask the actual problem rather than helping the student.

  *Dropping a letter grade for a student just because of one late assignment interferes with  the grading purpose as it needs to be used only to communicate.

*Its not that we can't motivate students by giving them good grades but to use that for behavior issues and for motivational uses 
can actually harm the student in the long run. 

*IT DOESN'T WORK WELL ENOUGH: lowering grades withdraw students from learning further INSTEAD change assessment practices to increase engagement.

*IT MASKS THE PROBLEM: Letting a student get a higher grade than they deserve but the student might not even acknowledge their advancement INSTEAD address real problems during lessons and develop appropriate remediation.

*IT INTERFERES WITH COMMUNICATION: accurate, fair and defensible grades tell about the students learning INSTEAD report behavior issues separately.








]]> 2018-03-15 16:21:02 UTC https://padlet.com/caroline_jones11/rbxmhy94rli5/wish/242459742 fghart99 https://padlet.com/caroline_jones11/rbxmhy94rli5/wish/242466953 2018-03-15 16:32:49 UTC https://padlet.com/caroline_jones11/rbxmhy94rli5/wish/242466953