Differentiated Grading
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This document discusses grading in a differentiated classroom. It begins by outlining traditional grading approaches like percentage, letter, norm-referenced, and mastery grading. It notes that a modification is needed to better accommodate student differences. The key principles of grading in a differentiated classroom are to clearly communicate standards and expectations, and provide accurate reporting of student progress and achievement against defined standards. Approaches discussed include portfolio assessment, a common grading scale, dual reporting of achievement and progress, communicating with parents, and various record keeping methods like gradebooks, student work folders, and activity charts.
Differentiated Grading
- 1. Grading In A Differentiated Classroom Differentiated Curriculum Presented to : Dr Amina Arif Department of Special Education. University of Management & Technology
- 2. Presented By: M.Phil. Special Education Ahmed Bilal Jaswall M.Phil. Scholar University of Management & Technology 0346-4043804 Ahmed.bilal.jaswall@gmail.com
- 3. Agenda: 1 2 3 4 Why we do grading? Types of traditional grading. Grading in differentiated classroom Principles of grading in differentiated classroom
- 4. Agenda: 5 6 7 Approaches in Grading Differentiated Classroom. Record Keeping in a Differentiated Classroom. References
- 5. Why do we grade? Grades are used for a variety of reasons: • An indicator of what a student knows and what they are able to do. • Grades used for motivation. • Grades that are intended to document student progress, provide feedback and inform instructional decisions are more effective and useful in the long run.
- 6. Types of Traditional Grading 1. Percentage Grading – From 0 to 100. 2. Letter grading – From A Grade to F Grade. 3. Norm-referenced grading – Comparing students to each other usually letter grades. 4. Mastery grading – Grading students as “masters” or “passers” when their attainment reaches a prespecified level.
- 8. Percentage Grading (Examples) Example # 1 Example #2
- 9. Norm-referenced grading (Examples) Example # 1 Example #2
- 11. Need for a Modification • Ornstein 1994 said on one hand, the public expects “normed” report cards. On the other hand, ample of evidence indicates that traditional grades may not communicate or motivate as we would like to believe they do. • It is a dilemma for teachers and schools who are still use a traditional methods of grading system • It is a time to move towards a change and practice differentiated grading system to fulfil the individual needs of the students.
- 12. Grading System In a Differentiated Classroom • This grading system is based on individual goal setting and progress in reaching those goals. • The students will be graded against themselves rather than in competition with each other. • Students learn best from timely and specific feedback during the process of learning. • Students focus more on the learning and feedback, not the grade.
- 13. Principles of grading in differentiated classroom Clearly communicates standards that are being used: • The type of support that is needed • Determine the appropriate expectation • Use of appropriate assessment strategy Accurate reporting: • For progression • For achievement on defined standards • For effort
- 14. Approaches in Grading Differentiated Classroom 01 02 03 04 Portfolio assessment CGS (Common Grading Scale): The Dual Approach: Communicating to parents:
- 15. Approaches in Grading Differentiated Classroom • Here are four approaches which can make the idea run successfully within the classroom. Portfolio Assessment: • It is an alternative of classic test assessment • The portfolio carries students work samples and growth over time. • The student and teacher do this assessment together. • In this type of assessment the quality that counts, no the quantity. • The learners reflects on their on work. • The portfolio assessment requires preparation in advance.
- 16. Portfolio Assessment: (examples) Subject Examples Science • Charts, graphs created • Projects, examples, posters • Lab reports• Research reports • Tests • Student reflections (either weekly, monthly, or bi-monthly) Math • Samples of problem solving • Written explanations of how to solve problems • Charts, graphs • Computer analyses conducted English/Language Arts • Reading log • Different types of writing( Poems Essays Letters Vocabulary achievements• Tests• Book summaries/reports• Dramatizations, creative endings to stories• Student reflections (either weekly, monthly, or bi-monthly)
- 19. Approaches in Grading Differentiated Classroom CGS (Common Grading Scale): • Before that it was called common assessment scale. • It is an alpha numeric marking scale like A1, A2, A3 • Its enables to provide more comprehensive data about student progress. • For example, A1 means student working above grade level. • A2 means working at grade level. • And A3 means student working hard and progress well but not catching up the grade level standards.
- 20. CGS (Common Grading Scale): (examples)
- 21. Approaches in Grading Differentiated Classroom The Dual Approach: • Grading both for Personal Progress and achievement against term targets • This method involves recording a symbol or mark indicating a student’s personal progress as well as a symbol or mark indicating where the student stands against the standards set for everyone. • A student received a B on personal progress and a D when compared with the rest of the class. • In this it is important for teacher to make parents and students understand the entire educational planning before hand.
- 22. The Dual Approach: (examples) Support Needed Expectation Used Assessment Strategy Reporting Procedure Student needs to complete social studies assignment orally instead of in writing Grade level criteria are used for all assignments The student completes the social studies assignments orally, but the responses are assessed and scored according to the same criteria used for students who completed the assignment in writing. The student social studies grade is reported without any change or notation on the report card Student is behind in reading fluency and needs a lower level reading requirement Team determines that reading at 80 words per minute on second grade material rather than 150 words on fourth grade is achievable and comparably rigorous. The student receives reading fluency intervention and is assessed on words per minute reading of 2nd grade level The student’s reading fluency grade is reported according to the modified expectation and on asterisk or other notation would added to the report card to denote the grade was based on a modified expectation. School uses a 4 points scale, and student achieved 80 words per minute by the end of the term, the student would receive a 4* on the report card.
- 23. Approaches in Grading Differentiated Classroom Communicating to parents: • Frequently shared varied sort of information with parent on regular basis such as, • Update on portfolio and personal growth • Re-examine your Rubrics • Share photographs of learner’s work • Make phone calls at home • Email students progress • Parent education and partnership is important such instance.
- 24. Communicating To Parents: (examples)
- 25. Record Keeping in a Differentiated Classroom Gradebooks: • All assignments are listed at the top and given a letter. Then all letter are placed down the left column for each student, along the top, you break up all the key components that make up your course. • for example, in English you may break up your course or unit into: Nouns and Pronouns, Modifiers, Verbs, Preposition, Conjunctions etc. Then, when you give an assignment you can place a mark in many columns.
- 26. Grade books: (examples) Computerize Grade Book Sample Manual Grade Book Sample
- 27. Record Keeping in a Differentiated Classroom Student work folders: • It should contains record keeping forms, samples of student work,records of conferences with the teacher, students goals that would keep teacher and student both directive and focus towards the target. • It is a most powerful tool to use during parent-teacher conference that focuses the student growth.
- 28. Student work folders: (examples)
- 29. Record Keeping in a Differentiated Classroom Activity/ Expense charts: • These can be easily maintain by students even by the younger ones. • The chart carries activities of weekly or daily basis. • Students need to mark their achieved tasks, like reading progress record, hands on activities record • Helping students become effective record keepers also gives clarity towards their goals assignments and progress.
- 30. Activity/ Expense charts: (examples)
- 31. Record Keeping in a Differentiated Classroom All the work has not to be graded formally: • Sense making activities need not to be graded on daily basis. A well constructed product or achievement of task can provide an adequate evidence that what student know and learned. • For example, an athlete may practice shooting 3 point baskets for many days. Formal assessment of his progress and skill comes days or weeks later, when he has chance to apply during the game what he learnt.
- 32. Record Keeping in a Differentiated Classroom Student-led parent conference: • By involving student helps to develop sense of responsibility and a voice for their work, what is working and what isn’t. • Student can give input while setting goals according to his potential with you, to keep track of his work and his growth according to it, more over he can powerfully communicate the information to everyone which he is comfortable.
- 33. References: • Jung, A. L. (2017). Differentiated assessment and grading model (DiAGraM). Retrieved from https://www.leadinclusion.org/ • Agnihotri, M. (2019). Differentiated teaching: grading. Retrieved from https://blog.edsense.in/ http://files.dmssystems.com.au/TAE/FinPa/TAE- 5/resources/Strategies%20for%20Assessing%20and%20Keeping%20Records%20in%20th e%20Classroom.pdf • Tomlinson, A. C., Moon, R. T. (2013). Assessment and student success in a differentiated classroom. Retrieved from http://www.ascd.org/Publications/Books/Overview/Assessment-and-Student- Success-in-a-Differentiated-Classroom.aspx • Book for projects. Retrieved from https://s.docworkspace.com/d/AEBxIzCfzeFFoqesw4GnFA
- 34. Thanks For Listening!! Any Questions?
Editor's Notes
- #4: Notes to presenter: What is your purpose for sharing this reflection? Is it at the end of a unit or project? Are you sharing this reflection, at the attainment of a learning goal you set for yourself? Is it at the end of a course? State your purpose for the reflection or even the purpose of the learning experience or learning goal. Be clear and be specific in stating your purpose.
- #5: Notes to presenter: What is your purpose for sharing this reflection? Is it at the end of a unit or project? Are you sharing this reflection, at the attainment of a learning goal you set for yourself? Is it at the end of a course? State your purpose for the reflection or even the purpose of the learning experience or learning goal. Be clear and be specific in stating your purpose.
- #6: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #7: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #8: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #9: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #10: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #11: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #12: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #13: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #14: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #15: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #16: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #17: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #18: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #19: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #20: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #21: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #22: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #23: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #24: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #25: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #26: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #27: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #28: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #29: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #30: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #31: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #32: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #33: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.
- #34: Notes to presenter: Description of what you learned in your own words on one side. Include information about the topic Details about the topic will also be helpful here. Tell the story of your learning experience. Just like a story there should always be a beginning, middle and an end. On the other side, you can add a graphic that provides evidence of what you learned. Feel free to use more than one slide to reflect upon your process. It also helps to add some video of your process.