Rubrics
Limited evidence and major mistakes would be under which proficiency level?
1
Grades are determine by effort and attendance.
False
A student misses an initial assessment. What would be best practice in helping that student demonstrate their learning?
Schedule a time during class and provide the student opportunity to take the assessment.
Or
An intervention time during advisory would work for this as well.
Consistent Evidence and ability to communicate meaningful understanding of the learning standards would under which proficiency level?
What is one of the 4 outdated misconceptions about grading?
Grades motivate all learners.
Multiple opportunities for learning aren't real life.
Students have to earn a grade
There is only only one way to demonstrate learning
A student in your class consistently performs poorly on initial assessments but shows significant improvement after a reassessment. Should the final grade reflect only the highest score, an average, or another method?
Multiple correct answers however, the goal is that they have shown proficiency/mastery on the standard. How they get their, the process shouldn't necessarily impact the final grade.
The biggest difference between proficient (3) and mastery (4) is..
DOK Level
or
Flexibly applies concepts consistently
In a standards based mindset: failure, mistakes, and reflections are...
Expected and Embraced...
This is all part of the learning journey and an IMPORTANT part of the journey
A student has mastered a standard but submitted the work weeks after the due date. Should there be a penalty for lateness, or should the grade solely reflect mastery?
They should receive a 4 on the assessment portion of the standard. Other steps could be taken to help them understand the importance of deadlines, but penalizing them with by decreasing their grade is not it.
True or False:
Grades are not used for punitive purposes. The grade should only represent a student's level of proficiency. Therefore participation, punctual work completion, time management, or multiple retakes should not be incorporated into a student's final grade.
TRUE
In a standards-based grading system, where homework is intended to practice skills rather than contribute directly to the grade, it’s important to design homework that is both meaningful and engaging to encourage student completion. What are some examples of this?
Design homework assignments that show how the skills being practiced are relevant to real-world scenarios
or
Give students options in how they complete their homework. For instance, they could choose between different types of problems, projects, or formats (e.g., written, video, or presentation). Providing choice can increase engagement and motivation.
or
Use homework as a low-stakes formative assessment to gauge understanding and inform your instruction. Provide feedback that helps students improve, rather than using homework purely for practice.
or
Try to avoid assigning homework if possible