Designing Effective Assessments by Strong James H.;Grant Leslie W.;Xu Xianxuan;

Author:Strong, James H.;Grant, Leslie W.;Xu, Xianxuan;
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2017-08-15T00:00:00+00:00

Determine the Number and Nature of the Components to Grade

When determining which component to grade, teachers should be cautious about two extremes. One is to base the grade for an entire semester on one or two assignments, which are a very small sample of students’ actual learning and have limited validity in representing students’ achievement. Under-grading, or not having enough graded assessments or assignments, has the potential to communicate an inaccurate portrait of student learning or progress. The other extreme is to evaluate every learning activity and make every assessment count as part of the grading record. In other words, teachers need to be selective. Student work that is ongoing and is assessed only to determine students’ progress does not necessarily need to constitute a gradebook entry. A learning activity should be assigned a grade only after the opportunity to learn is complete. Additionally, students’ final grades should encompass the summative assessment activities, excluding the assessment activities that are implemented for formative purposes (for example, to inform instructional modifications in the middle of a unit).

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