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Testing and Grading Chatboard

testing & grading

by khalil carter

Jun 26, 2011

when usteaher grade we always tell our students yuo earned this grade they think we just give it tothem

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transfer of grades

by priscilla

Aug 10, 2011

My granddaughter moved to GA last year and started middle school Dec.3 Prior she went to a NYC public school,for 2 months. The NYC school uses the trimester system. Here it is the 4 qtr,2 semester program. GA school used NYC grades but weigted as semester grade when child did not complete trimester in NY NYC grades pulled down GA grades. Is this co...See More

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Mrs.Hitt On 10/7/11, Mrs.Hitt wrote: Yes, this is very common. Sorry, to get back to you so late... First time on here... New teacher also, wish I could've got back to you earlier. I am on my 3rd year of college, not that you care but I was just going to tell you that and if you have anymore questions, ask me!!!

Oct 7, 2011

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Starting students out with 100%

by CJ

Sep 2, 2011

Hello all,

I have a question. I've allowed to do this, I would like to start my students off with 100% grade in the beginning of the school year. However, I've been trying to research methods of doing this, how to calculate each aspect like homework, tests, etc into the already given 100% grade. I'm stumped. Any ideas and/or links would b...See More

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Starting students out with 100%

by CJ

Sep 2, 2011

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I don't understand the question.. Isn't starting with 100 how most of us grade??

A) A blank test is assumed to be a 100.

B) As you grade it, you take off points for wrong answers--and add points for excellent answers, answering hard questions correctly, etc. if you want to.

C) How ever many points are left after you grade it is the grade. If Charlie got...See MoreIsn't starting with 100 how most of us grade??

A) A blank test is assumed to be a 100.

B) As you grade it, you take off points for wrong answers--and add points for excellent answers, answering hard questions correctly, etc. if you want to.

C) How ever many points are left after you grade it is the grade. If Charlie got 73/100 points plus he answered a bonus question correctly so that's plus 2.. Charlie now has 75/100; that's his grade on the test. (If grades were low so you gave everyone 5/100 now charlie has 80/100.)

A homework average is assumed to be "set" at 100. If there were 20 assignments in this grading period each one missing means that grade is lowered by 5. A late assignment or an assignment not adequately done could drop a the grade by 2.5 or you can grade the assignments from 0-5 and give them points.

How else would you grade?? "Starting with zero" would just mean a blank test is 0 and each correct answer adds a point; extra credit adds more. So if Charlie started a test with 0 and worked his way to 75/100, he got 75.

How could one method motivate students more/less or be easier/harder to use?

I taught English in Ecuador and they did have a truly different grading system than we use in the USA..students get a number grade from 0-20. I confused them because I graded tests out of 100 and then divided the number by 5.. if you had 96/100 your grade was 19.1. (For their report cards I called 19.1 "over 19" and thus 20/20.) I realize now I should have graded tests out of 20, but I don't think it really mattered.. they started with 100 and lost points; they could have started with 20 and had the exact same results. On 9/02/11, CJ wrote: > Hello all, > > I have a question. I've allowed to do this, I would like to > start my students off with 100% grade in the beginning of > the school year. However, I've been trying to research > methods of doing this, how to calculate each aspect like > homework, tests, etc into the already given 100% grade. I'm > stumped. Any ideas and/or links would be greatly > appreciated on this! > > Thanks CJ!

Oct 21, 2013

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Sara On 10/21/13, I don't understand the question.. wrote: > Isn't starting with 100 how most of us grade?? > My school would not allow this because - what if they all got 100s or all got As? Theoretically it's possible and my school would not allow me to give every student an A. Even if they deserved it.

If I said to a class, as of now...See MoreOn 10/21/13, I don't understand the question.. wrote: > Isn't starting with 100 how most of us grade?? > My school would not allow this because - what if they all got 100s or all got As? Theoretically it's possible and my school would not allow me to give every student an A. Even if they deserved it.

If I said to a class, as of now you all have an A - or a 100 - don't blow it - I'd hear from an administrator pronto. So no not really though I get your point. Some teachers are making open statements at the beginning if a year or marking period about every student starting with a 100 in the class.

I think that's what the OP was saying.

> A) A blank test is assumed to be a 100. > > B) As you grade it, you take off points for wrong answers--and > add points for excellent answers, answering hard questions > correctly, etc. if you want to. > > C) How ever many points are left after you grade it is the > grade. If Charlie got 73/100 points plus he answered a bonus > question correctly so that's plus 2.. Charlie now has 75/100; > that's his grade on the test. (If grades were low so you gave > everyone 5/100 now charlie has 80/100.) > > A homework average is assumed to be "set" at 100. If there were > 20 assignments in this grading period each one missing means > that grade is lowered by 5. A late assignment or an assignment > not adequately done could drop a the grade by 2.5 or you can > grade the assignments from 0-5 and give them points. > > How else would you grade?? "Starting with zero" would just mean > a blank test is 0 and each correct answer adds a point; extra > credit adds more. So if Charlie started a test with 0 and > worked his way to 75/100, he got 75. > > How could one method motivate students more/less or be > easier/harder to use? > > I taught English in Ecuador and they did have a truly different > grading system than we use in the USA..students get a number > grade from 0-20. I confused them because I graded tests out of > 100 and then divided the number by 5.. if you had 96/100 your > grade was 19.1. (For their report cards I called 19.1 "over 19" > and thus 20/20.) I realize now I should have graded tests out > of 20, but I don't think it really mattered.. they started with > 100 and lost points; they could have started with 20 and had > the exact same results. > On 9/02/11, CJ wrote: >> Hello all, >> >> I have a question. I've allowed to do this, I would like to >> start my students off with 100% grade in the beginning of >> the school year. However, I've been trying to research >> methods of doing this, how to calculate each aspect like >> homework, tests, etc into the already given 100% grade. I'm >> stumped. Any ideas and/or links would be greatly >> appreciated on this! >> >> Thanks CJ!

Nov 24, 2013

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Ken OConnor--no zeros?

by Smithers

Sep 29, 2011

Does anyone work with Ken OConnor's grading policies? Like, no zeros for lates, no zeros for academic fraud (just a redo)? I'm interested in hearing feedback on these grading practices. Is it working? Or is it driving you crazy? Are students really benefiting?

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Sara On 9/29/11, Smithers wrote: > Does anyone work with Ken OConnor's grading policies? Like, > no zeros for lates, no zeros for academic fraud (just a > redo)? I'm interested in hearing feedback on these grading > practices. Is it working? Or is it driving you crazy? Are > students really benefiting?

I've used those grading pol...See More

Oct 13, 2011

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MB I, too, am just discovering Ken O'Connor and was wondering the same thing. (BTW, I think "Smithers" was asking about work turned in late, rather than arriving to class late - that's how I read it anyway) My thoughts/questions: If a student does not turn in something, still give them a 50%? i.e. big project that has 3 parts: rough draft, final draft...See MoreI, too, am just discovering Ken O'Connor and was wondering the same thing. (BTW, I think "Smithers" was asking about work turned in late, rather than arriving to class late - that's how I read it anyway) My thoughts/questions: If a student does not turn in something, still give them a 50%? i.e. big project that has 3 parts: rough draft, final draft, presentation (foreign language) If student does not turn in rough draft, then where is their incentive - or anyone's - to do so if they are going to get a 50? If I don't have it to grade, how can I give it ANY credit? That's what I do not understand. I am thinking about ordering in his book, How to Grade for Learning. because I am having a heck of a time figuring out how to do just that (students wanted me to give them grades for doing practice work in class; they want "extra credit" - I do not see how that reflects what they KNOW; I didn't give it to them- I assess for how they can communicate/understand in the language and grade for that) So, any feedback on this book? thanks!

On 10/13/11, Sara wrote: > On 9/29/11, Smithers wrote: >> Does anyone work with Ken OConnor's grading policies? Like, >> no zeros for lates, no zeros for academic fraud (just a >> redo)? I'm interested in hearing feedback on these grading >> practices. Is it working? Or is it driving you crazy? Are >> students really benefiting? > > > I've used those grading policies but I came to them on my own - > I don't know Ken O'Connor. > > Here lateness is handled by our office and we don't give a > grade for it. If kids are late to my class, they also tell me > why when they come in - I don't use it as a grade. Lateness to > class is not an issue - when it happens it can mean a student > badly needed to use the bathroom between classes or their books > dropped out of the locker all over the floor - whatever. > > On academic fraud and plagiarism - here we give quite difficult > topics to students and we tell them 'write in your own words'. > As one student told me - "telling me to write in my own words > means to take very good writing and put it into bad writing." > > He's right about that. It's not our strong writers that don't > cite properly but rather tends to be our weak writers and > giving them a zero doesn't make them strong writers. Some > students need more help than others and we very much discourage > parents from helping here. > > I find students take renewed interest in the task at hand when > I assign a rewrite rather than a zero and they take some faith > in humanity as well. Neither of those drives me crazy. My goal > is to foster learning of the skills and a rewrite gets them > writing and a zero doesn't.

Jun 26, 2012

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urooyldWeHzzfpUIihL

by Lyddy

Nov 2, 2011

I cannot tell a lie, that really hpleed.

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How to Identify Gifted and Talented Students

by Paige

Nov 8, 2011

This article is about the correct test(s) you need to use to identify gifted students.

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study guides for tests

by high5science

Nov 20, 2011

What are your thoughts on giving study guides before tests? I am a first year teacher of 7th grade students, and have found that I have narrowed the focus more and more for students with each study guide and test. I give open- ended study guides that students have to fill in themselves. We then go over them the next day to clear up anything they ar...See More

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John Mr. Frithson On 11/20/11, high5science wrote: > What are your thoughts on giving study guides before > tests? I am a first year teacher of 7th grade students, > and have found that I have narrowed the focus more and more > for students with each study guide and test. I give open- > ended study guides that students have to fill in > themselves....See MoreOn 11/20/11, high5science wrote: > What are your thoughts on giving study guides before > tests? I am a first year teacher of 7th grade students, > and have found that I have narrowed the focus more and more > for students with each study guide and test. I give open- > ended study guides that students have to fill in > themselves. We then go over them the next day to clear up > anything they are still questioning. I just received an e- > mail from a parent saying that she hopes that next time I > will e-mail home a completed study guide with the correct > answers. Am I wrong in thinking the students should be > responsible for doing this themselves?

It's not about wrong - there might be teachers out there who do just that - maybe some are even in your school.

And yes I give study guides - it helps a lot. It cuts down on stress and encourages learning of the material.

And you can't know for sure - and by e-mail - what it is this parent is asking though it seems clear. (does this student have any writing issues by any chance? ) Parents often have just half the story.

If this student does not have writing issues or vision issues. I'd answer this parent's e-mail in this way.

Thank you for your e-mail, Mrs. Jones. Please know the students do certainly receive the correct answers for the study guide before the test! However, we determine what those answers are in class the day before the test. We thoroughly go over the study guide on that day.

I do expect that students pay attention to the class and want them to write down the correct answers. I had hoped Susan was doing this and if she does, she will have the correct answers from which to study.

If you have other questions, please get back to me by e-mail or phone. 515-654-7888 is my direct number.

John Mr. Frithson

I put my direct line when I want to encourage a phone call though I recognize many people these days prefer e-mail. And I sign both my names -the name I encourage parents to call me and the name the kids call me.

Nov 21, 2011

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Value Added Growth Model of Assessment

by jamie

Dec 31, 2011

Our district is looking to use Value-Added assessments (Growth models). Teachers' and admin's evaluations will have a student growth component as well. Any resources, suggestions, or ideas are welcomed. Thanks in advance.

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