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Heacox Chapter 8: What About Grading?
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What About Grading? Purpose Heacox Wormeli Personal thoughts
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Establish Criteria Specific Understandable Expectations Positive
Establish minimum Understanding By Design
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Grades Are Cumulative Reflect daily work Differentiated tasks
Performance assessments Assignments
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What is to be graded? Who will be grading?
Assignments Projects Weighing Teacher Peers Self
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Formal and Informal Rubrics Tiered Symbols Plus, minus, check marks
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Rigor Vs. Quantity Bloom’s Taxonomy Expectations Quality Choice
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Reflections What is my grading philosophy?
What grading methods am I using? What evidence of understanding does my grading measure? Have I established clear criteria that is stated positively? Do I use language that is understood by students?
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Reflections cont. Are my grading practices equitable for all students?
Do my grading practices include peer evaluations? Do my grading practices include self-reflection? Are my differentiated projects challenging, relevant, flexible, varied, and reflect complexity in depth and breadth?
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