Involvement, Timeliness & Communication Plan
"...teachers must describe how they plan to evaluate students' achievement, effort, work habits, and progress, and then must communicate these plans directly to students, parents, and others”
(Guskey, 2001, p. 3).
(Guskey, 2001, p. 3).
Teacher Involvement
Teachers have a very important responsibility in the grading process. They must assess, grade, and report student achievement not only to students, but to parents, principals, and other stakeholders. Teachers must clearly identify what is to be graded (see My Beliefs on Effective Grading) and how those grades are to be reported and communicated. Since grades are divided into three main components - product, progress, and process - each of these grades must be reported separately. This makes grading easier for teachers and eliminates the inaccuracy involved when combining everything into one single grade (Guskey & Jung, 2010).
Teachers are involved in the grading process in the following ways:
Teachers are involved in the grading process in the following ways:
- Evaluation of student work
- Setting up a grading system
- Deciding what should and should not be graded
- Determining a grading scale appropriate for the needs of the students
- Incorporating research-based assessment and grading strategies to enhance student learning and achievement
- Creating effective assessment practices that align with standards and clearly communicates students' academic achievement of the standards
- Reporting and providing evidence of learning and achievement
- Using the data collected from assessment to alter instruction, intervene, and implement remediation for students' who have not reached proficiency and are struggling to understand specific standards.
Student Involvment
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Students must be aware of the fact that they are earning the grades they receive (the teacher isn't simply "giving" students grades) and that it is in their power to take the initiative to improve themselves by taking ownership of their learning. When the teacher offers consistent, adequate, and accurate feedback, students must follow up on this and act on the feedback that is given. Students will use assisting tools such as rubrics, class examples or models, and in-depth instructions to complete graded assessments. Several times throughout the year, students will be involved in the creation of assessments such as tests and quizzes (see Personal Assessment Beliefs - Student Involvement) which will create community that fosters student responsibility through their practices of self-assessment. Students will also be encouraged to monitor their grades to alter their learning accordingly.
Throughout the year, students will be required to fill out an evaluation form to assess themselves on their progress and achievement that has occurred up until a certain point. This self-reflection will keep students accountable for their learning. After students complete this form, I will meet with each student individually for a mini-conference to discuss product, progress, and process grades and how that matches to their self-reflection form (Idea adapted from http://lessonplansos.blogspot.com/2011/03/time-for-report-cards.html)
Click HERE for an example of what this self-reflection form might resemble.
Throughout the year, students will be required to fill out an evaluation form to assess themselves on their progress and achievement that has occurred up until a certain point. This self-reflection will keep students accountable for their learning. After students complete this form, I will meet with each student individually for a mini-conference to discuss product, progress, and process grades and how that matches to their self-reflection form (Idea adapted from http://lessonplansos.blogspot.com/2011/03/time-for-report-cards.html)
Click HERE for an example of what this self-reflection form might resemble.
Accessibility
Simply put, grades should be accessible at all times - to students as well as to parents, principals, and/or other teachers. With the goal of grading less in mind (see My Beliefs on Effective Grading), grades should only be given for summative purposes - when students have mastered the given learning target(s). When students do earn grades, however, they will be done in a timely, efficient manner. Feedback should be given immediately when appropriate. In my classroom, I will grade student work the day off and provide feedback the next (as realistically as possible). My reasoning behind this urgency is so that students can become aware of their achievement and learning or instruction can be changed and adapted accordingly.
Student grades should be accessible to all stakeholders involved with my classroom and the achievement of students. I will work to ensure that at all times, grades are always updated and easily understandable. To more effectively report student learning, I will personalize grades through anecdotal notes, student evidence of learning, and records of self-reflection forms. Through the combination of these elements, my classroom will be organizationally sound and student learning will be evident and easily accessible.
Student grades should be accessible to all stakeholders involved with my classroom and the achievement of students. I will work to ensure that at all times, grades are always updated and easily understandable. To more effectively report student learning, I will personalize grades through anecdotal notes, student evidence of learning, and records of self-reflection forms. Through the combination of these elements, my classroom will be organizationally sound and student learning will be evident and easily accessible.
Communicating Grades and Student Learning
Students
It is of high importance to inform students of their progress and achievement throughout the course of their learning experience. Because of this, I will always have grades updated and students can approach me with concern or interest regarding grades at any time. Additionally, I will hold student-teacher conferences four times throughout the year, on a quarterly basis. During this mini-conference, students will present to me their self-reflection form and explanation of achievement thus far in the year. Students will be required to keep an ongoing portfolio throughout the year to show their individual academic progression. They will have the responsibility of choosing what they want to go in to their portfolio. This exhibit of student work will also be reviewed during this conference. Students will be highly encouraged to attend the parent-teacher conferences that occur at mid-year (students will be in charge of their own conference).
Parents
At the beginning of the school year, I will hold an open-house in which the grading system will be clearly explained to parents so that they are aware of how their students will be graded. At this time, I will explain the importance of completing assignments to avoid possible after-school repercussions. Parents will have the opportunity to get clarification and reasoning behind my grading system. I want the parents of my students to feel heard and validated to create a healthy, positive relationship between us.
To communicate student learning to parents, I will hold student-led, parent-teacher conferences at mid-year to review student portfolios, progress, and academic grades. I will keep a record of anecdotal notes in which I will review with the student and parents at the time of these conferences. Evidence of student learning will be reviewed and student self-reflection forms will be communicated to parents. Report Cards will be given at the time of the parent-teacher conference to eliminate any confusion regarding grades (As seen in the Kentucky Grading and Reporting model - Guskey, et. al., 2011). Individualized monthly Progress Reports will be sent home with students communicating academic achievement, improvement, and nonacademic conditions. These progress reports will involve personal letters to parents, up-to-date grades, as well as other important information regarding student learning. In addition to this communication, parents will be welcomed to meet with me (via email, phone, or person) at any time upon request.
To communicate student learning to parents, I will hold student-led, parent-teacher conferences at mid-year to review student portfolios, progress, and academic grades. I will keep a record of anecdotal notes in which I will review with the student and parents at the time of these conferences. Evidence of student learning will be reviewed and student self-reflection forms will be communicated to parents. Report Cards will be given at the time of the parent-teacher conference to eliminate any confusion regarding grades (As seen in the Kentucky Grading and Reporting model - Guskey, et. al., 2011). Individualized monthly Progress Reports will be sent home with students communicating academic achievement, improvement, and nonacademic conditions. These progress reports will involve personal letters to parents, up-to-date grades, as well as other important information regarding student learning. In addition to this communication, parents will be welcomed to meet with me (via email, phone, or person) at any time upon request.
Principal
I will report student learning to the principal through open communication, readily available and easily accessible grades, and documentation of academic achievement. My grading system will be explained to the principal and Guskey's Theory of Change will be implemented and referenced to ensure sound grading practices (Guskey, 2002). Report Cards will be made available with additional information, such as progress and process grades and information. By attaching additional notes to student report cards, I will clearly communicate and reinforce student learning in my classroom.
Other Teachers
Communication among teachers is of utmost importance to foster student success, especially in the elementary setting. Teachers will have the opportunity to access information of student achievement upon request and in my presence. The continual anecdotal notes that I take in my classroom, along with student portfolios, will allow me to reference evidence of student achievement to communicate with other teachers involved in student learning.