Grading in the Differentiated Classroom

This week choose 3 of the 4 Grading Articles found on Toolkit to read. After reading the articles, consider that you are getting started in a differentiated classroom, what principles pertaining to grading and assessment do you want to adhere to? Please make sure you support your principles with examples from class or the articles you read.

As I begin teaching, I think I'll really take to heart what Carol wrote in the beginning of her article, "Grading for Success." She says that "to truly measure achievement, grading practices should grow from a philosophy of teaching and learning that respects student differences and reflects individual growth." I really think this one statement sums up the intricacies of grading in the differentiated classroom. Carol goes on to talk about how we teach aiming towards student success, and should have the same philosophy towards grading. We must look at the gains that individual students have made. She also emphasizes the need for clear grading requirements for each assignment, letting students know what you expect of them and how the assigment will be assessed. In the same vein, it is important to give students detailed feedback of what they did well, and what they still need to work on. Also critically important is a new view on grades as more of an assessment of growth then an assessment of natural ability. I love Carol's idea of giving grades and levels on the report card, where a child that shows excellent growth but has below grade level abilities would get an A3. This really takes into account both ability and effort in a really easily understandable way. I would really love to implement that system in the classroom.

In Tonya Moon's article, "The Role of Assessment in Differentiation," she goes into more specifics about assessment. She talks about attentiveness to "students' level of mastery of the identified learning goals and objectives" in terms of grading their assignments. She also points out that differentiation and grades should both focus on "clarity and focus on preidentified knowledge, understanding, and skills for which students are accountable." The big question she asks about grading is basically: Did the student meet the learning goals set for him/her? I like this idea of grading, and would definitely use it in the classroom.

In Guskey's article, "Making High School Grades Meaningful," he opens by saying that "most teachers base students' grades on more than one factor. The difficulty is figuring out how to weight and combine the different pieces that go into the final mark." He goes on to talk about product, process, and progress as the three elements of grading in the classroom. I loved this idea! It takes into account natural ability, effort, and growth in coming up with a final grade for students. In the classroom, I would love to encorporate ideas from all three of these authors in making sure that my students are rewarded for both their intelligence and their growth in the classroom.