Welcome to the Testing and Grading Chatboard. This chatboard is for teachers to discuss testing and test making strategies and methods, and issues related to grading students.
We have moved to a report card that is standards-based..... which I so prefer. We just check off if a standard is mastered.... no grey area of whether it is an a or b....... What do other people do? What is your opinion of this? :)
Our report card has been standards based for some time now,...See MoreOn 6/17/11, Stellaluna wrote: > We have moved to a report card that is standards-based..... > which I so prefer. We just check off if a standard is > mastered.... no grey area of whether it is an a or b....... > What do other people do? What is your opinion of this? :)
Our report card has been standards based for some time now, and it's Kindergarten! It's huge (12 x 18), and bright pink card stock. We use a number rating scale: 4 means that the skill has not been introduced yet; 3 means that the student still needs additional support with this skill; 2 means that the studnet is showing progress with this skill; 1 means that the student has mastered this skill. We are not allowed to use minuses or pluses, just the numbers. We DO have a sizable area for teacher comments though. It's fairly straightforward and easy, if tedious, to do.
I'm curious about the other teachers who've said that where they are 80% is considered mastery. Back in the day when I received grades, the common understanding was that 100-91 was an A, 90-81 was a B, 80-71 was a C, 70-61 was a D, and 60- below was a E/F or failing. If 80% is now considered mastery, does that now mean that school districts are accepting C work and calling it "mastery"? Following the grade scale, I would think 100-91, or A level work would be considered mastery. I understand not all students are capable of achieving that, but does that mean we lower the standards for everyone?
To follow up the first part of my post with an example, one of the things on the K report card is recognizes and names letter names. For mastery (a number 1 on our scale), they have to be able to name all capital AND lower case letters of the alphabet. They get a 2 if they name between 50-44 letters, a 3 if they name between 43-36 letters, and a 2 for below that.
On 6/18/11, judy5ca wrote: > Oh, Janel, this makes me crazy! Like you, here in California > we teach teach teach all year and then test with a month of > school to go. I consider that last month my time to "really > teach." I go more in depth on some things instead of feeling > like that old maxim: a mile wide and an inch deep. I wish we > tested the first week of school to see what they really know > (not what they've learned for the test). > Judy > > > On 6/18/11, janel wrote: >> We spend too much time worrying aboutthe state test. Now >> the state is phasing out the 11th grade high school >> graduation test and replacing it with algebra 1 algebra 2 >> and geometry tests for students to complete at the end of >> each course. But the testing needs to be done at the >> beginning of May(for scoring time) and there is still a >> month of curriculum to cover.
Janine SpiessOn 6/18/11, judy5ca wrote: > And the other reason I wish we tested the first week of school is > that then we'd have the test results in time to DO SOMETHING with > them. We could actually use those results to build meaningful > lessons based on students' needs. But no, we must cram info into > their poor heads for a week of testing ...See MoreOn 6/18/11, judy5ca wrote: > And the other reason I wish we tested the first week of school is > that then we'd have the test results in time to DO SOMETHING with > them. We could actually use those results to build meaningful > lessons based on students' needs. But no, we must cram info into > their poor heads for a week of testing in May. And by the time we > get the results, we don't have those students anymore and can't > help them--and they've forgotten all the stuff we crammed for > anyway. I detest this system. > Judy > > > On 6/18/11, judy5ca wrote: >> Oh, Janel, this makes me crazy! Like you, here in California >> we teach teach teach all year and then test with a month of >> school to go. I consider that last month my time to "really >> teach." I go more in depth on some things instead of feeling >> like that old maxim: a mile wide and an inch deep. I wish we >> tested the first week of school to see what they really know >> (not what they've learned for the test). >> Judy >> >> >> On 6/18/11, janel wrote: >>> We spend too much time worrying aboutthe state test. Now >>> the state is phasing out the 11th grade high school >>> graduation test and replacing it with algebra 1 algebra 2 >>> and geometry tests for students to complete at the end of >>> each course. But the testing needs to be done at the >>> beginning of May(for scoring time) and there is still a >>> month of curriculum to cover.
I agree with you both! I keep hearing don't teach to the test but it is really hard not to think that way when schools and teachers are being assessed according to that information.
I agree that the last month of school is a rich time to teach. Many think that the kids are done and allow the lessons to reflect that. This year my 2nd graders kept asking "why are we doing this, schools almost out". I kept reminding them that they were learning things to help them get ready for 3rd grade. That seemed to keep them interested enough to keep trying.
I've taught for many years and in almost every year I've adminstered a standardized test. Knowing my students for an entire year gives me more insight into their abilities and sometimes the tests match up but often times, it doesn't come close.
So I wonder...if we are making curriculum choices based on test results, are they accurate?
I am just concerned that kids are forced to work on skills because they're on the test and perhaps its a test format issue rather than a curriculum issue.
Wondering if anyone else shares this concern...do the tests really give us anything of value?
Trudy NortonI have the same concern. I often find myself writing a narrative to send in cum folders telling the next teacher what the kid CAN do that test scores don't indicate.
I wonder about the tests too but one of these days we need to come up with something better because the public deserves some accountability for the billions of dollars spent on public education. I'd like to see satisfaction surveys used - from the faculty, the parents and the taxpaying community.
This means absolutely nothing to the parents! The scan the report, as long as there are no 1s they aren't the bit concerned...and are clueless to how their child is doing. Most children earn 3s which is about a 70 to 95 average. Then our students leave us to go to middle school and the parents are in shock when they see numeric only averages. I am hoping to be around long enough for the powers to be to see reason and go back to something that is an actual communication tool to the parents.
Second grade here as well. They originally wanted to make it third grade but the Ministry of Education was changed and the reform went to other directions. I am not sure if the scale is at teacher discretion or dictated from above, but I guess it is decided by a committee of teachers.
Has anyone seen the screening of the movie, "Race to Nowhere"? It is a very thought provoking film about the effects of testing and workload on students.
I had a teacher friend who told me several years ago that his Florida school had a grade of D. He sent his daughter, however, to a school that had a B grade. That is when I discovered Florida graded their schools. I wonder...does Florida still do this, and I also wonder how many states do this, too.
The high schools were always hindered by the attendance part of the formula and it was very difficult for high schools to make the A. They changed the formula last year so more schools scored A.
This yearly ritual of waiting for the school grade is crazy. So why does anyone care? Because in these crazy budget times when teachers are asked to give 3% of their salary towards pension....the state STILL gives bonuses to A schools.