Effective Grading Practices and Strategies

Lynn Kelting-Gibson Ed.D.

[email protected]

Department of Education

Preassessment (cards) 1. Why do we grade our students?

2. How do we grade our students?

3. What are different types of assessments that can be used when grading (categories or examples)?

Why do we grade our students?

 Think/Pair/Share

How do we grade our students?

 Numeric  Anecdotal  Proficiency Levels  Assessments 1. Pre 2. Formative 3. Summative

Preassessments (not graded)  Finding out what the students know about the topic at this point in time.

 Examples (Group of 4 or 5, pass around paper)

Formative Assessments (typically not graded if just learning)  An assessment practice employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.

 CATS (Angelo & Cross, handout)  Think about what you will be teaching. How could you use one of the items listed to find out if students are understanding the content?

 Think/Pair/Share

Summative Assessment (graded)  An assessment used to document students’ achievement at the end of a unit or course or an evaluation of the end product of a student’s learning activity.

 Examples (handout)

Rubric

 Example (handout)

Formative/Summative Assessment (cards) 1. Why do we grade our students?

2. How do we grade our students?

3. What are different types of assessments that can be used when grading (categories or examples)?