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Grading Practices

Page history last edited by PBworks 17 years, 8 months ago

Grading Practices at Woodlawn

 

Students demonstrate their knowledge through projects, demonstrations, presentations, tests, and writing. Emphasis is not only on mastery but also on the application of what is being learned. The primary purpose of assessing is to give students feedback about their quality of work. To make grading fair and understandable, project work is assessed through a series of rubrics that identify:

  • the student’s knowledge
  • the student’s comprehension
  • the student’s application
  • the student’s analysis,
  • the student’s own evaluation of self
  • the student’s synthesis of the information

 

Through the year, students develop a portfolio. A student’s portfolio is a compilation of his or her best work, which demonstrates how he or she has grown as a learner. It might contain projects the student did particularly well on, or a test or quiz that demonstrates their mastery of a subject matter. Three times a year students present this work to family members and other students in our trimesterly portfolio reviews. This gives students the opportunity to showcase their work. Student portfolio pieces are often self-assessed on four levels: Exceeds Expectations (Exemplary), Proficient (at Grade Level), Developing, and Does Not Meet Expectations. Pieces are also teacher-assessed on a typical A/B/C/D/F scale - these assessments are used to calculate grades on the student's report card.

 

Peers can often provide valuable feedback that students can use to improve and revise their project before it is handed in for actual assessment. Peer evaluation is only given with exact criteria and are only used for feedback, not actual grading.

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