Les Inouye, a High School teacher colleague, got in touch with me about a group of lead teachers who had put together some questions about grading, marking and evaluation. During a web conference, we had a conversation about the following issues:
1. In a classroom practicing differentiated instruction for students of varied abilities, how does the teacher assess/calculate for a final grade?
2. How far does the teacher go in “making allowances” for students of different abilities, and therefore, produce work of different quality?
3. If students have benchmarks and standards, it would seem that some would never be able to earn that A; how much does “effort” calculate into a final grade?
“Reporting must capture and communicate truth about learning. To do so it must be based on rich evidence of learning from multiple sources, exist as part of a communication and feedback-rich process that supports and enables the learner, and be understood by all audiences – student, parents and other educators.” ~ Davies, Herbst & Parrott Reynolds, Transforming Barriers to Assessment for Learning, page 113.
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