This year, Ms. Guirguis will be grading vastly different than she has in year's past. If you have heard about Notebook Check's in Ms. Guirguis' class, this will not be the case for you! Grading will be Standards Based in Ms. Guirguis' class, with a focus on feedback and improvement over time.
FAQ:
Q: Why did you make this change?
A: I am constantly learning and growing to improve my teaching practice. During my time at JAMS, i have noticed some unintended student outcomes due to my old grading policies.
Some examples of the things i noticed:
1. Students would often work only until they had done enough work to receive an "A", which they figured out by adding up their points. After this point, they saw no value in completing any other assignments or putting forth any more effort.
2. Students who struggled with organization often had low grades in my class, despite strong quiz/test scores.
3. Students voiced that even though i said in my class that mistakes were expected, and that students should grow over time, if they received a low grade at the beginning of the unit, it dropped their overall grade.
The goal of 7th grade science is to achieve mastery of the content standards, and the scientific and engineering practices set out in the state standards. My assessment and grading practices should reflect mastery of the content standards (and not just doing an activity for a grade sake).
Research supports this change. If you are curious and want to read some of the examples from other educators, i have listed a few here:
1. Improving the Way We Grade Science
2. Blog: 5 Reasons to Go Gradeless
3. Alfie Kohn - The Case Against Grades
Q: Why aren't you assigning grades on every assignment anymore? Isn't that an important part of Standards-Based Grading?
A: During our exploration into Standards Based Grading, I discovered research that shows that the process of assigning grades can also be problematic. Alfie Kohn's research showed that even though a teacher might write detailed comments to encourage students to dig deeper into their learning, often these comments were ignored when graded. A model that emphasizes feedback prompts students to think deeper about their work, try and dig deeper, and then assign a grade together encourages deeper mastery of the standards.
Q: How can I help my child in science do well?
A: Students will start the unit with a list of standards that they will be assessed on. Assignments will also be marked with the standards. Periodically, ask your student how they are doing on meeting the standards. When asked about the standards, they should be able to explain what assignments they have completed to show mastery of the standard. As students progress in the unit, they should show you different levels, or explain how their knowledge has grown.
Every child has different strengths, resources, and learns at different speeds. Every child also has different points of motivation. This system will allow students to take ownership of their own learning to do well in the class. The evidence we look at to determine mastery of the standard might be different for every child - because not one way of learning is the same.
FAQ:
Q: Why did you make this change?
A: I am constantly learning and growing to improve my teaching practice. During my time at JAMS, i have noticed some unintended student outcomes due to my old grading policies.
Some examples of the things i noticed:
1. Students would often work only until they had done enough work to receive an "A", which they figured out by adding up their points. After this point, they saw no value in completing any other assignments or putting forth any more effort.
2. Students who struggled with organization often had low grades in my class, despite strong quiz/test scores.
3. Students voiced that even though i said in my class that mistakes were expected, and that students should grow over time, if they received a low grade at the beginning of the unit, it dropped their overall grade.
The goal of 7th grade science is to achieve mastery of the content standards, and the scientific and engineering practices set out in the state standards. My assessment and grading practices should reflect mastery of the content standards (and not just doing an activity for a grade sake).
Research supports this change. If you are curious and want to read some of the examples from other educators, i have listed a few here:
1. Improving the Way We Grade Science
2. Blog: 5 Reasons to Go Gradeless
3. Alfie Kohn - The Case Against Grades
Q: Why aren't you assigning grades on every assignment anymore? Isn't that an important part of Standards-Based Grading?
A: During our exploration into Standards Based Grading, I discovered research that shows that the process of assigning grades can also be problematic. Alfie Kohn's research showed that even though a teacher might write detailed comments to encourage students to dig deeper into their learning, often these comments were ignored when graded. A model that emphasizes feedback prompts students to think deeper about their work, try and dig deeper, and then assign a grade together encourages deeper mastery of the standards.
Q: How can I help my child in science do well?
A: Students will start the unit with a list of standards that they will be assessed on. Assignments will also be marked with the standards. Periodically, ask your student how they are doing on meeting the standards. When asked about the standards, they should be able to explain what assignments they have completed to show mastery of the standard. As students progress in the unit, they should show you different levels, or explain how their knowledge has grown.
Every child has different strengths, resources, and learns at different speeds. Every child also has different points of motivation. This system will allow students to take ownership of their own learning to do well in the class. The evidence we look at to determine mastery of the standard might be different for every child - because not one way of learning is the same.