Standards Assessed: 2a, f, g
We have a long history in our schools of reflecting a wide range of factors in report cards. When putting a grade on a report card, teachers consider such things as: achievement, aptitude or intelligence, effort, and attitudes. In this activity, you will consider what factors SHOULD be part of a report card grade. Be ready to defend your choices!
Activity
If a parent asked you to explain why a student got a 2 on a report card, and how it was different from an 3 or a 1, what would you say?
Please start your response to this question by making 2 lists in the table below. Answer the following questions.
Finally, see if you can determine the factors that result in a B on a report card in your class, and explain how a B is different from A or a C. See chart above.
What effect has this assignment had on your own grade reporting process?
This has helped me to explicitly pinpoint the exact measures that I use to determine grades, rather than simply winging it or going on gut instinct.
We have a long history in our schools of reflecting a wide range of factors in report cards. When putting a grade on a report card, teachers consider such things as: achievement, aptitude or intelligence, effort, and attitudes. In this activity, you will consider what factors SHOULD be part of a report card grade. Be ready to defend your choices!
Activity
If a parent asked you to explain why a student got a 2 on a report card, and how it was different from an 3 or a 1, what would you say?
Please start your response to this question by making 2 lists in the table below. Answer the following questions.
Finally, see if you can determine the factors that result in a B on a report card in your class, and explain how a B is different from A or a C. See chart above.
What effect has this assignment had on your own grade reporting process?
This has helped me to explicitly pinpoint the exact measures that I use to determine grades, rather than simply winging it or going on gut instinct.
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