1. Grading within a Differentiated Classroom
Sarah Anne Baxter, Bob Bellamy, Allie McKenzie,
Kristina Rainwater

2. How would you grade these formative assessments?
Stress that they are figuring out how to grade the assessment in relation to each of the four differentiated tests.
The 3 Causes of the Rev. War Assessment is one grade in the grade book.
Ask the question, How would you grade these differentiated formative assessments?
Our seminar is focused on how to grade differentiated assessments, rather than how to differentiate instruction. Pretend that the test you have been given is best suited for you as an individual student based on the teacher’s professional discretion and general observations of the students.
Discuss amongst yourselves this question!
You’ll choose one person to present your opinions.

3. How would you grade these differentiated formative assessments in a fair way?
Stress that they are figuring out how to grade the assessment in relation to each of the four differentiated tests.
The 3 Causes of the Rev. War Assessment is one grade in the grade book.
Ask the question, How would you grade these differentiated formative assessments?
Our seminar is focused on how to grade differentiated assessments, rather than how to differentiate instruction. Pretend that the test you have been given is best suited for you as an individual student based on the teacher’s professional discretion and general observations of the students.
Discuss amongst yourselves this question!
You’ll choose one person to present your opinions.

4. Fairness in Grading

5. Problems With Fairness in Standard Grading:
Do we need differentiation in grading?
Problems With Fairness in Standard Grading:

6. Questions About the Effectiveness of Standard Grading Practices - Carol Ann Tomlinson -
What do we gain by telling our most able learners that they are “excellent” on the basis of a standard that requires modest effort, calls for no intellectual risk, necessitates no persistence, and demands that they develop few academic coping skills?
In what ways do our current grading practices motivate struggling or advanced learners to persist in the face of difficulty?
Is there an opportunity for struggling learners to encounter excellence in our current grading practices?
Is there an opportunity for advanced learners to encounter struggle in our current grading practices?

7. Problems With Traditional Methods of Assessment and Grading, - Rick Wormeli -
Penalizing students’ multiple attempts at mastery
Withholding assistance with the learning when it’s needed
Assessing students in ways that do not accurately indicate their mastery
Grading on a curve
Recording zeroes for work not completed

8. How can differentiating assessments and grading address some of these issues?
Teacher Motivation
Student Accountability
Teachers’ Focus on Content and Criteria
Student Choice

9. How can teachers establish a grading system within a differentiated classroom?
A few possibilities:
Concepts
2. Benchmarks
REMEMBER: Teachers may offer a variety of assessments (written, oral, graphic, etc.), and the student may have a choice of how they want to show what they’ve learned.
1. Concepts: A teacher identifies the key concepts he/she wants her students to master, and thus as long as the student demonstrates a mastery of those concepts, regardless of how, the teacher can establish a grading system.
2. Benchmarks: A teacher can choose to have certain activities serve as benchmarks. These activities are designed to represent increasing depth of understanding, and a teacher can use these activities to assess a student’s level of understanding, and thus can assign a grade accordingly.

10. What is fairness in grading?

11. Four Issues to Consider
Aptitude
Effort
Improvement
Give a one sentence explanation for each one.
Then, describe how we will break into groups and discuss
Time

12. Is it fair to include these factors in grading? 1. Aptitude 2. Effort 3. Improvement 4. Time
Stress that they are figuring out how to grade the assessment in relation to each of the four differentiated tests.
The 3 Causes of the Rev. War Assessment is one grade in the grade book.
Ask the question, How would you grade these differentiated formative assessments?
Our seminar is focused on how to grade differentiated assessments, rather than how to differentiate instruction. Pretend that the test you have been given is best suited for you as an individual student based on the teacher’s professional discretion and general observations of the students.
Discuss amongst yourselves this question!
You’ll choose one person to present your opinions.

13. How can grading occur in differentiated classrooms?
There is not necessarily a clear answer, but here are a few things to keep in mind:
Issue: What is fairness? Does equality define fairness? Is it fair to grade different assessments equally?
Difficulties: Defining Aptitude, Measuring Improvement, Managing Time, Assessing Effort.
Teachers can develop a system of grading by focusing on concepts and fulfillment of assigned criteria, regardless of how a student is assessed.
Use your professional judgment and come up with your own philosophy of grading.

14. How would you grade these differentiated formative assessments in a fair way? What factors will you take into account?