Looks like Report Cards will be mailed this year. Regardless, I’ll be sending home lots of test this week. I’m still in the process of looking at them. I try to approach grades with growth mindset. Don’t panic if you see CM or / grades. We are only in second grade. Students are VERY functional in this program and often worked until mentally exhausted.
The Bridges math test I’m using is somewhat difficult to come up with a percentage grade. It is only a few different questions, and those questions are multi-stepped. You can look at the test and get a feel for where a student has mastered a concept and where a student simply needs more exposure to a concept. You can also see when they are headed in the right direction.
Students have a strong understanding of probability.
They have an early understanding of fractions.
Many still need support with calculating money problems.
Many struggle with neatness. Some work is too sloppy to get an accurate score.
I’m also using a test I made based with the CCSS with many concepts left out of Bridges. This test is hard and gives us just more information. IF you passed this test, you’re doing really well. If a student did not pass, well, it’s an advanced test. It is not a district test, but I hope it reflects the challenges students face in this standardized testing system.
For Reading I’ll be using DIBELS, SF Comprehension Tests, and observation. With reading grades, I almost can precisely predict how well most students will do. A lot of that grade comes from working with students, listening to them, etc. Some comes from DIBELS and some from SF Comp Test. I use the tests to firm up my predictions with some harder data or find holes. One win or loss on the SF Comp Test is not enough to predict how well a student will do in the next grade. All of this data creates, for me, a better overall picture of the reader. Love of reading is the goal.
Writing grades are also subjective. On the one hand, I can judge students by what they can do independently, and on the other hand, we can judge them on what they can do with support. When you look at the supported work, you realize all the potential within students. Getting them to do this work independently is a struggle, and my theory is that it is beyond the zone of proximal development, meaning, our animal report project is too hard. Almost all students who turned in a report should have a solid writing grade.
I’ll try to give some nuance to the nebulous report card. I think the OVERALL grade is important, the effort grade, and the Characteristics of a Successful Student. The individual threads often have too many concepts blended.
Reading, focus, follow-thru, cooperation, critical thinking, open-mindedness, imagination, ability to fail happily and keep going — this is where I would like to grade students, if these things could even be graded.
Hope this makes a little sense. Students are complicated. I can only give you small, tiny glimpse at their full potential.