Reflection: Student Feedback Using Reading Strategies: It's Your Choice! - Chapter 8 - Section 3: Did They Get It?

 

When I collect an assignment as a formative assessment, I'm not "grading" it in the traditional sense of the word.

I feel that the goal of formative work is for the students and me to know how they're doing.  I don't get super picky about conventions (unless, of course, we're working on conventions).  Instead, I'm looking for ideas.  This helps me go through their work relatively quickly, since I'm just looking at it holistically.

I give formative assessments feedback with a number system: A 1 means the student does not get the concept or the work is incomplete.  A 2 means I can see they're starting to understand, but, based on the evidence, I'm not convinced that they have a full understanding.  A 3 means that they have show evidence of understanding.

In my class, formative assessments are only 20% of the grade.  I believe in standards-based grading wherein the majority of the grade is based on students being able to show what they know.  I don't want anyone getting an A for simply completing work, nor do I want anyone to fail when they can show they understand the material on a summative assessment but have poor work habits.

I do ask students who earn a 1 or 2 to redo or complete the assignment.  My goal is to see that students are learning, and with this cycle of formative practice with feedback before a summative task, I am able to help them be successful.

  Powering Through All the Paper
  Student Feedback: Powering Through All the Paper
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Using Reading Strategies: It's Your Choice! - Chapter 8

Unit 7: Starting The Adventures of Tom Sawyer
Lesson 12 of 13

Objective: SWBAT read and comprehend fiction text by using a self-selected reading strategy.

Big Idea: Which strategy will you choose?

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