Fresh English: Inferring, evaluation, reporting and reflecting

Monday, October 23, 2017

Inferring, evaluation, reporting and reflecting

Goal: Reading for implications, quiz evaluation, reporting, and reflection.

Agenda

Read

Add to Novel Reading Chart chart

Evaluate Quizes and Report Scores

Write in English Journal

Add to implications chart:

Go to "shared with me" in your Google Drive and find the doc called Novel Reading Chart.

Add an entry about what you read today and what those events could mean.

Evaluate Quizes:

Open the quiz your group made last week.

Discuss how you will evaluate those responses.

Report your evaluations using THIS FORM.

English Journal Quick Write:

Last week you made a quiz, took a quiz, and today you scored a quiz. Write about the process in your English Journal.

What did you learn in that process?
What do you know now about your book, your group, yourself, or assessments in general that you didn't know before?
What will you do differently the next time you take (or make) a quiz?

Reminders:

Keep reading

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Gradebook Explained

My grade book is on Power School for you to view. There are some things you need to know.

If you have a blank score or missing score that is not bad. Often scores are left blank when I do not grade an assignment right away. Sometimes blanks mean a student was absent for an in class experience. The point is do not panic about blank or missing scores.

Zeros however, are a real problem. Students get zeros when they do not turn in an assignment that they should have done. Zeros usually appear after I have asked the student several times to get the work finished. Students can sometimes undo a zero by turning in the work late. Some assignments can be regraded. See the button at the top of the blog to request a re-grade.

Often I do not enter many assignments until the end of the grading period when projects we have been working on for a few weeks become due. I try to enter progress grades every few weeks into the "progress category." Note that the progress category is only 10% of the total grade. Low scores on progress grades indicates that a student needs to improve their work before the final project is due.

Grade categories are weighted as follows:

50% Writing & Speaking (Essays, some in class assessments, and speaking assignments.)

40% Reading & Listening (Book reviews and reading progress and some listening assessments.)

10% Progress (writing draft grades, turning in required paperwork, some formative assessments)

Student grades are based on meeting grade level standard proficiencies. This is not a points or numbers game. There is no extra credit, but there may be additional opportunities to show proficiency.

I hope this will resolve some confusion. Of course if you have questions about grades please e-mail me.

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Monday, October 23, 2017

Inferring, evaluation, reporting and reflecting

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