Thomas Guskey and Doug Reeves both believe there is another answer for a Zero. They also agree that students should be graded on what they have learned and are able to do. One difference in the two is that Reeves believes grading should consist of clear corrective feedback for improved performance. Guskey looks at importance of organizational policies and they can hinder student success. Reeves believes that students should be punished by making up work during their off time, while Guskey thinks that punishing students is not a motivating practice.
Similarities - Both are intended to help teachers plan in advance and communicate to students how work will be evaluated. - Consistent grading policies and assessment rubrics can effectively communicate course expectations to allow students to focus on learning and not how the teacher will arrive at their grade.
Differences - Rubrics are formative, policies could be either formative or summative. - Rubrics are usually handed out before an assignment begins, a grading policy may be a more informal operating set of procedures for grading.
Assessment ruberics and McThighe's work on giving ruberics are very similar in that setting learning goals before teaching begins is an effective teaching tool. Criteron-based reference grading and Doug Reeves's grading system seem to be nearly the exact opposite. Do we grade on a criteron level for all kids or do we go student by student on an individual basis?
Similarities: A rubric is an authentic assessment tool used to measure students' work. A rubric is a scoring guide that seeks to evaluate a student's performance.
Differences: If a rubric is explained before the assignment begins, students can think about the criteria on which their work will be judged.
If a rubric is explained after the assignment, students do not know what to expect for the class as a whole.
Performance-based assessment and formtive and summative assessment.
Simularities- both can use self and peer assessment and student record keeping such as portfilio to help the student retain more of what they learn.
Differences- end of unit or chapter test on the performance based assessment the teacher are more involved in the testing instead of just handing out a piece of paper for the student to fill out (summative assessment. Same with the semester exams. Teachers are more in volved in the dialog of presenting an oral test with out the knowledge of the students in some cases.
simularities - grade for understanding, and it's more important what they know know as opposed to what they didn't earlier
differences - create consistancy across the board on grading, vs grading is greatly up to personal beliefs. Fillingim - they have to do this rather they like it or not, reeder - it's more important just to know it.
Similarities: 1) Both promote fair grading on the actual understanding of concepts in the assignments. 2) Both provide set guidelines for the teacher to use when grading, so that the assignments can be graded using objectives that are clearly outlined.
Differences: 1) A grading rubric allows the student to gauge his/her own grade and progress where grading policies may not be as accessible to the students. 2) Grading policies are not as specific for each assignment.
Similarities 1) both suggest giving feedback often in order to allow students to improve on their work 2) both encourage attention to new learning toward the end of the course
Differences 1) McTighe emphasizes assessing before beginning instruction...this is not relevant in Doug's research 2) by the nature of their main topics assessment/grading, McTighe speaks more broadly about assessment techniques, while Reeves is more specific in detailed grading policies and reforming these policies
Both Grading Policies and Assessment Ruberics are rules for grading. They are both good tools for grading for new teachers especially.
They are different because Assessment Ruberics don’t use a single numerical score. Also a rubric is usually passed out at the beginning of the class, where as a grading policy is utilized at the end of the class with a quiz as an example.
Grading Policies and Assessment Rubrics are similar in that they provide a good guide for the teacher to use as that are clear, concise, and useful. The concepts both provide the student with an understanding of the teacher's grading policies and methods.
The two differ in that Ruberic Assessments are usually handed out in the beginning of a class or unit and Grading Policies may be less formal and structured than a ruberic in content.
Thomas Guskey and Doug Reeves both believe there is another answer for a Zero. They also agree that students should be graded on what they have learned and are able to do.
ReplyDeleteOne difference in the two is that Reeves believes grading should consist of clear corrective feedback for improved performance. Guskey looks at importance of organizational policies and they can hinder student success.
Reeves believes that students should be punished by making up work during their off time, while Guskey thinks that punishing students is not a motivating practice.
Grading Policies & Assessment Rubrics
ReplyDeleteSimilarities
- Both are intended to help teachers plan in advance and communicate to students how work will be evaluated.
- Consistent grading policies and assessment rubrics can effectively communicate course expectations to allow students to focus on learning and not how the teacher will arrive at their grade.
Differences
- Rubrics are formative, policies could be either formative or summative.
- Rubrics are usually handed out before an assignment begins, a grading policy may be a more informal operating set of procedures for grading.
Assessment ruberics and McThighe's work on giving ruberics are very similar in that setting learning goals before teaching begins is an effective teaching tool.
ReplyDeleteCriteron-based reference grading and Doug Reeves's grading system seem to be nearly the exact opposite. Do we grade on a criteron level for all kids or do we go student by student on an individual basis?
Similarities:
ReplyDeleteA rubric is an authentic assessment tool used to measure students' work.
A rubric is a scoring guide that seeks to evaluate a student's performance.
Differences:
If a rubric is explained before the assignment begins, students can think about the criteria on which their work will be judged.
If a rubric is explained after the assignment, students do not know what to expect for the class as a whole.
Performance-based assessment and formtive and summative assessment.
ReplyDeleteSimularities- both can use self and peer assessment and student record keeping such as portfilio to help the student retain more of what they learn.
Differences- end of unit or chapter test on the performance based assessment the teacher are more involved in the testing instead of just handing out a piece of paper for the student to fill out (summative assessment. Same with the semester exams. Teachers are more in volved in the dialog of presenting an oral test with out the knowledge of the students in some cases.
Reeder - Fillingim
ReplyDeletesimularities - grade for understanding, and it's more important what they know know as opposed to what they didn't earlier
differences - create consistancy across the board on grading, vs grading is greatly up to personal beliefs.
Fillingim - they have to do this rather they like it or not, reeder - it's more important just to know it.
Grading Policices and Assessment Rubrics:
ReplyDeleteSimilarities:
1) Both promote fair grading on the actual understanding of concepts in the assignments.
2) Both provide set guidelines for the teacher to use when grading, so that the assignments can be graded using objectives that are clearly outlined.
Differences:
1) A grading rubric allows the student to gauge his/her own grade and progress where grading policies may not be as accessible to the students.
2) Grading policies are not as specific for each assignment.
McTighe on Assessment and Doug Reeves on grading
ReplyDeleteSimilarities
1) both suggest giving feedback often in order to allow students to improve on their work
2) both encourage attention to new learning toward the end of the course
Differences
1) McTighe emphasizes assessing before beginning instruction...this is not relevant in Doug's research
2) by the nature of their main topics assessment/grading, McTighe speaks more broadly about assessment techniques, while Reeves is more specific in detailed grading policies and reforming these policies
Both Grading Policies and Assessment Ruberics are rules for grading. They are both good tools for grading for new teachers especially.
ReplyDeleteThey are different because Assessment Ruberics don’t use a single numerical score. Also a rubric is usually passed out at the beginning of the class, where as a grading policy is utilized at the end of the class with a quiz as an example.
Grading Policies and Assessment Rubrics are similar in that they provide a good guide for the teacher to use as that are clear, concise, and useful. The concepts both provide the student with an understanding of the teacher's grading policies and methods.
ReplyDeleteThe two differ in that Ruberic Assessments are usually handed out in the beginning of a class or unit and Grading Policies may be less formal and structured than a ruberic in content.