 |
Home
| How It Works
| Stats
Login | Register |
|
Case: Student Involved Grading Ms. Brown requires her learners to keep all of their work in a portfolio in the classroom. Each contribution to the portfolio is scored and students self-monitor (in addition to teacher monitoring), on the inside cover of the portfolio, their progress on mastering the identified learning targets. Students add academic goals and personal intervention plans to their portfolios, addressing their own learning needs as they progress through the materials. At the end of the grading period, students select the appropriate number of samples of their work (determined by Ms. Brown) to submit for the grade. With each selected item, students are required to add a paragraph explaining why that artifact was selected and what it demonstrates regarding their learning of the content. They then ‘grade' themselves using their own evidence. Ultimately, Ms. Brown determines the grade, but students are involved in the process and their input informs her final marking. However, Ms. Brown has noted over time that some students grade themselves more harshly than she would have graded them; while some students grade themselves with the highest scores Ms. Brown would not have graded them. What would you do/recommend for these kinds of situations? Solution: (Rates are posted for this solution!) You could involve a lot of things to help the students grade themselves fairly. One thing you can have other students possibly become involved in the grading. After a test you can have the students grade each others test after the person has already graded it themselves to see if they agree with the grade. You keep the other student anonymous on the paper but you keep notes about who graded what paper. Afterwards you have them write why they gave the person that grade and see if you agree with them. |
||
Rating
|
||||||||||||||||||