1. 1 Chapter 2 Grading Design Instruction and Evaluation Systems

2. 2 Chapter 2, Task 1: Develop Clear Goals for Each Class You Teach I have developed and written down four to seven major goals (instructional and/or behavioral) that I want to accomplish with all my students by the end of the school year. I have identified specific ways in which I will use these goals to guide lesson planning and decision making throughout the year.

3. 3 Chapter 2, Task 2: Design Instruction and Evaluation Procedures That Create a Clear Relationship Between Student Effort and Success I have determined the evaluation methods and processes I will use to verify that students are learning what I am teaching them so that students can clearly see the link between learning, doing work and participating, and receiving a passing grade.

4. 4 Chapter 2, Task 2: Design Instruction and Evaluation Procedures (Continued) In order to increase motivation for all my students, I have clarified my instructional objectives and will evaluate students only on the basis of those objectives.

5. 5 I have made sure my students understand my class objectives, so they will know what they are supposed to study to increase the likelihood they will make the effort. In addition, I have organized my grading system such that if a student meets specific objectives, he or she will pass. It is not based on a curve. I have done the following to help me establish my goals into units of instruction and evaluation: Chapter 2, Task 2: Design Instruction and Evaluation Procedures (Continued)

6. 6 Broken down the semester’s content into one- or two-week units of instruction; Determined the percentage of mastery that will be used to determine student grades; Identified the essential objectives for each unit that I want my students to master and retain; and Built cumulative review of essential objectives into subsequent units of instruction.

7. 7 Chapter 2, Task 3: Establish a System to Provide Students Feedback on Behavior and Effort. Incorporate This Into Your Grading System. I understand that my grading system needs to demonstrate that daily work and attention have a cumulative effect on grades. I need to teach less motivated students that learning independent study skills, knowing how to listen, taking responsibility for assignments, materials, and so on, have a direct relationship to success and good grades. I will accomplish this by basing a percentage of their final grade on behavior and effort.

8. 8

9. 9

10. 10

11. 11 Chapter 2, Task 3: Establish a System to Provide Students Feedback (Continued) I have done the following to assist me in accomplishing this: Established what percentage of the final grade will be for classroom behavior and effort, taking into account the subject, maturity, and self-motivation of students, and course level Determined the approximate number of total points students may earn for tests, assignments, and class projects during the term

12. 12 Chapter 2, Task 3: Establish a System to Provide Students Feedback (Continued) Designed an efficient system for monitoring and recording daily classroom behavior points (using the behavior record form) Determined the impact on grading that students not being in class will have, making sure not to penalize excused absences I will total points on the behavior record form weekly, and give them to students

13. 13 Chapter 2, Task 4: Design Procedures for Students to Receive Feedback on Their Behavioral and Academic Performance I understand the importance of getting grades to students quickly, and the importance of them knowing their current status in class at all times so they can measure the effects their effort has against their grade performance. Therefore, if I am using a computerized grade program, I will print out current grades and assignment status on a weekly basis. Otherwise, I will use a student grading sheet (Exhibit 2.5) to prompt students to record their grades.

14. 14

15. 15

16. 16

17. 17 Grading: Peer Study Worksheet With one or more of your colleagues, work through the following discussion topics and activities related to the tasks in Chapter 2. If necessary, refer back to the text to get additional ideas or for clarification. (See Chapter 1 Peer Study Worksheet for suggestions on structuring effective discussion sessions.)

18. 18 Peer Study Worksheet, Task 1: Develop Clear Goals for Each Class You Teach A.Have all group members share their goals and explain why they chose those goals. B.As a group, examine each member’s goals individually, giving positive and constructive feedback on the content and language. C.Have all group members share how they plan to communicate their long-range goals to students and students’ families.

19. 19 Peer Study, Task 2: Design Instruction and Evaluation Procedures that Create a Clear Relationship between Student Effort and Success A.Have all group members discuss how they create a direct link between state and district standards, daily instruction, and assessment tools (such as unit tests).

20. 20 Peer Study Worksheet, Task 2: Design Instruction and Evaluation Procedures (Continued) B.Have all group members share ideas on how to directly teach students to understand that effort and hard work will have a direct relationship to quality of performance on assignments/tests, and consequently grades. C.Discuss whether or not group members plan to structure lesson and test design with the Essential Objectives/Advanced Objectives organizational pattern.

21. 21 Peer Study, Task 3: Establish a System to Provide Students Feedback on Behavior and Effort. Incorporate into your Grading System. A.Have group members discuss their understanding of school and district policies relative to grades being based partially on behavior/effort.

22. 22 Peer Study, Task 3: Establish a System to Provide Students Feedback (Continued) B. If any group members are using this sort of grading procedure, have them share details on what they have done and the results achieved. In particular, address what percentage of the total grade is influenced by behavior/effort, how these grades are determined, and how excused and unexcused absences are dealt with.

23. 23 Peer Study Worksheet, Task 4: Design Procedures for Students to Receive Feedback on each Aspect of their Behavioral and Academic Performance and to Know their Current Grades A.Discuss what type, if any, of computerized grade book group members use. What are the pros and cons of any in use? What are the procedures for providing students with regular feedback on current status of grades; for example, is there a “Weekly Report” feature or something similar? If computer grade books are not in use, how are group members providing students with regular feedback on grade status?

24. 24 B. What do different group members do to maintain student confidentiality regarding posting grades and handing out grade-status reports? Peer Study Worksheet, Task 4: Design Procedures for Students to Receive Feedback on each Aspect of their Behavioral and Academic Performance and to Know their Current Grades (Continued)