Differentiated Assessment and Grading: Fair Isn't Always Equal
Teachers and administrators across disciplines are hungry for clear direction on how to handle the awkward “flashpoint” issues that arise when grading against standards. Being sensitive to students’ readiness levels and learning preferences, while holding all accountable for the same standards, can be a challenge––what’s fair and leads to real student learning? This Web seminar provides a candid look at the standards-based assessment and grading in a differentiated classroom. Topics include: formative vs summative assessments, zeroes vs 50’s, grading late work, handling re-takes and re-do’s, identifying acceptable evidence of standards in students’ work, grading homework, incorporating effort or not, grading students in inclusion classes, setting up the gradebooks, report card design, 100 vs 4.0 scales, and much more.
The web seminar linked above is in a file format that requires you to have the most recent version of Java installed on your electronic device. Please visit the Java website to download and install Java.
Access to this resource has been provided by the National Council of Teachers of English, an NCLE Stakeholder Organization.