Classroom Assessment Chapter 10

     To help us work towards our school goal of improving our understanding and practice of assessment, my principal has provided our staff with a copy of Classroom Assessment for Student Learning: Doing it Right – Using it Well, by Jan Chappuis, Rick Stiggins, Steve Chappuis, and Judith Arter. As I make my way through the book, I will be summarizing my learning as a means of organizing my thoughts and getting clarification on particular ideas.

Classroom Assessment for Student Learning Cover. (Accessed 2016). Uploaded to Amazon; Pearson Education. Available online at: https://www.amazon.ca/Classroom-Assessment-Student-Learning-Doing/dp/0132685884

Chapter 10 –  Converting Summative Info into Grades

1 ) Use Grades to Communicate, Not to Motivate
– grades should never be used to manipulative behaviour (punish or motivate)
– no solid evidence grade manipulation works (including competitions)
* this is why learning behaviours are assessed separately

2 ) Report Achievement & Other Factors Separately
– rubrics/checklists should not score effort
     (ex) neatness, “pretty” colourful; stick to learning targets only
– find other ways to communicate work completion, absence, cheating, etc

3 ) Reflect Only Current Level of Achievement in the Academic Grade
– averaging new with the old hinders those with slow starts

Summarizing Info

– verify accuracy
– don’t include outdated or non-applicable information
– convert all entries to the same scale
– raw scores or %
– weight as needed
– combine information thoughtfully
– recommend using the median rather than the mean
     – I really like this idea; it made me think of this image
     – how does averaging grades affect students? is it is the most accurate way to communicate their level of understanding

Is it time we stopped averaging grades? (2015). Uploaded by Justin Tarte. Available online at: http://www.justintarte.com/2015/12/is-it-time-we-stop-averaging-grades.html