Task: Open up the report card folder and fill out one report card for an imaginary student.Elementary teachers are to write 3 to 4 sentences about each student’s progress in Language Arts, Math and Personal and Social Skills.Go out at the end of November, March and June.Science - Grade 7, 10 Other assessments this year:.
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Math Problem Solving - Grade 3, 6, 9, A30.The goal of the benchmark program is to promote higher literacy and achievement.Individual teacher goal supports school goals which in turn supports the system goals/priorities and the Continuous Improvement Plan.The academic goal must be related to either literacy or numeracy.Each school is required to have an academic goal and an aboriginal goal.Within the next two years, 70% of all students will score at the adequate level (level 4) and above on system and school writing benchmarks.Time-bound - a time frame to achieve the goal, How will we know we are finished?.Results Oriented - aimed at specific outcomes that are tangible and observable.Attainable - doable, given our capacity (time, resources).Measurable - How will we know when we achieved the desired results?Goal can be measured qualitaatively and quantitatively.Specific - distilled down to one thing, an outcome to attain.Įducator’s Creed Above all, do nothing to diminish hope! Wayne Hulley, 2006 Assessment for learning is entirely about delivering that confidence.Students need and deserve the confidence that their work and loyalty will payoff with positive results…. We can make success irresistible to our students.We must help students discover gifts that they didn’t believe they had.Our job is to help students believe they’re capable learners We must work to instill confidence in students.Work towards closing the learning gaps.Show students what good work looks like.Students need to take responsibility for their own learning.Engage students in self-reflection and sharing what they know.Have them practice on other people’s work and their own Teach students to self-assess, keep track of learning and set goals.Make clear what work will be included in the final grade from the outset.Offer descriptive feedback instead of grades, on in-class work as well as homework.As the number one user of assessment data is the student, feedback must be frequent, descriptive, supportive and linked to future opportunities to demonstrate mastery.Write your ideas on a sheet of paper and be ready to share and discuss.Now think of your worst experience with feedback – What were the characteristics or circumstances that made it so awful?.Think about the BEST feedback you have received in your lifetime – in or out of the classroom at any age level! What are the characteristics or circumstances that made that feedback great for you?.My experiences with assessment and feedback… Use a variety of types of assessment techniques(rubrics, portfolios, exit slips, peer evaluation, learning logs, self-evaluation, checklists, anecdotal records, etc.).Give Accurate feedback–we give descriptive and helpful feedback.Motivational – students enjoy it, they “buy in”.
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#GRADEKEEPER POINT SYSTEM HOW TO#
Know where they are, where they want to go and how to get there!.Personally invested – they “buy in” to what we are doing.Where am I now? Where am I to go? How will I know when I get there?Īssessment is not something that is done to students and apart from instruction assessment must be and must be seen to be something that is done withstudents as an integral part of the learning process.an example of assessment for learning is the writing benchmarks program.It is about using the results effectivelyto promotemaximum student learning.Classroom assessments are used to inform students about their growth in achievement and permits them to feel in control of that growth.
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The Assessment Cycle Analyzing the Data Monitoring and Assessing ResultsSetting Goals Creating Action Plans Traditional Instruction-Assessment model:Pretest - teach - teach - teach - posttest - assign grades Instruction-Assessment Model with Data Analysis: Pre-assess - analyze results - plan for differentiated instruction - teach - monitor, reflect, and adjust - teach - post-assess Assessment for learning - using assessment results to improve student achievement