Grade Contracts: Grade Contract Feedback 3.png

 
 
 
Feedback 3.png
Student Data
 
 
This screenshot shows a filled in grade contract. During a class period as I’m moving through the class, students are using their quest contracts to navigate through the levels. They keep track of battles they’ve completed and show me any of the work they’ve completed. I assess their battles using the scale captain (mastered), mate (almost mastered), and deckhand (not mastered). All students’ battles must be marked off as captain before they can level-up.
  • Grade Contract Feedback 3.png
Student Data
 
 
This screenshot shows a filled in grade contract. During a class period as I’m moving through the class, students are using their quest contracts to navigate through the levels. They keep track of battles they’ve completed and show me any of the work they’ve completed. I assess their battles using the scale captain (mastered), mate (almost mastered), and deckhand (not mastered). All students’ battles must be marked off as captain before they can level-up.
 
Feedback Systems

Grade Contracts

Grade Contracts are a strategy I use to assess my students' progress towards mastery of defined sets of content and skill objectives and to provide feedback on their development at the end of each level in my blended learning class. Students review the mastery requirements for each level and decide whether they will pursue an "A," "B," "C," or "D" contract; in so doing, they understand and commit to what they must know and be able to do in order to earn the letter grade of the contracts they have chosen. Grade Contracts eliminate the superficiality of number grades on individual assignments and focus my students' attention on authentic demonstrations of mastery over time. This strategy also empowers my students to challenge themselves and to monitor and take responsibility for their own learning, which is an essential mindset shift in my largely self-paced class.  

Strategy Resources (3)
Teacher In Action
 
 
Rubric
 
 
This Level 2 contract illustrates how each level is set up. The contract gives students four different grade options to choose from; each have varying requirements. The students are given a choice in the optional activities they complete and the contract they choose. If my students master the material in the contract, they receive the grade associated with that contract.
Student Data
 
 
This screenshot shows a filled in grade contract. During a class period as I’m moving through the class, students are using their quest contracts to navigate through the levels. They keep track of battles they’ve completed and show me any of the work they’ve completed. I assess their battles using the scale captain (mastered), mate (almost mastered), and deckhand (not mastered). All students’ battles must be marked off as captain before they can level-up.
Teacher In Action
 
 
Rubric
 
 
This Level 2 contract illustrates how each level is set up. The contract gives students four different grade options to choose from; each have varying requirements. The students are given a choice in the optional activities they complete and the contract they choose. If my students master the material in the contract, they receive the grade associated with that contract.
Student Data
 
 
This screenshot shows a filled in grade contract. During a class period as I’m moving through the class, students are using their quest contracts to navigate through the levels. They keep track of battles they’ve completed and show me any of the work they’ve completed. I assess their battles using the scale captain (mastered), mate (almost mastered), and deckhand (not mastered). All students’ battles must be marked off as captain before they can level-up.
Jessica Anderson
Powell County High School
Deer Lodge, MT


 

About this strategy

Prep Time:
Long
Subject:
Science
Grade:
Ninth grade
Similar Strategies
Instructional Planning
Jessi's Approach to Planning

Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Jessi plans for instruction in her blended classroom.


 
Time and Space
Music Time Indicator

Music is used to transition students at the beginning and end of the class period. Students spend the first four minutes of class logging into their learning management system Haiku and Classcraft account (gamification platform). We have established as a class that all iPads (we are 1:1) should be charged and open during this period of time. This length of time is indicated by a 4:34 minute clip of music. During this time, I take attendance, fill out advanced make-ups, and talk to students who have been absent or have questions.The last three minutes in our class are indicated by transition music. This music lasts 2 minutes. It indicates that students can log out of Haiku, close their apps and their iPads. If students are in the middle of an activity, they wrap-up what they are working on either by saving it as a draft or submitting their assignment. If students close their iPads before the music sounds and have stopped working, they are deducted health points (HP) on Classcraft. I do this because I want students to use every minute for learning as I would if I was using direct instruction in my class.

 
Academic Culture
Storyline

The storyline of our academic game gives meaning to the students' presence in the game. It enhances the importance of the curriculum and gives students a goal to work toward. The theme our storyline is based around is a deserted island. In the game, students are elite plane crash survivors (PCSs) who must learn to live on the island after not being rescued. Throughout the levels, students are asked to build fire, build shelter, find food, filter water, and survive unexpected storms. By mastering each level, students complete the tasks and move onto the next scenario in the game. 

 
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