Documentos de Académico
Documentos de Profesional
Documentos de Cultura
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Copyright 2013 by the National Council of Teachers of English. All rights reserved.
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Standards-Based Grades
As he reports in Transforming Classroom Grading,
Robert J. Marzano came to believe the most important purpose of grades is frequent, detailed feedback and, therefore, the best reference point must
be specific objectives, stanI wrestled with how to
dards, or other learning goals.
do away with grades on
He proposes several possible
individual assignments
standards-
based systems that
might serve this purpose.
while still being able to
Marzanos work helped me see
report student progress
that instead of assessing indias a number.
vidual assignments, I could
assess student progress toward mastery of standards. The students would still have assignments
and they would still have grades but the purpose
would shift. The assignments would no longer be
ends in themselves. I wrestled with how to do away
with grades on individual assignments while still
being able to report student progress as a number.
The breakthrough came when it occurred to me
that I could enter standards as assignments in the
online grade book and report students progress toward mastery of each standard as a number between
zero and ten. This system made it possible for students to receive the marking period and semester
grades necessary for college transcripts and eligibility for honor roll, at the same time that it gave me
the flexibility to meet individual students needs.
When the goal is mastery of standards, it
doesnt matter that students might not complete
exactly the same assignments or exactly the same
number of assignments because the focus is on
what the student is learning rather than how much
the student is doing. A standards-based approach
to assessment still holds students accountable for
the work they need to do to make progress, but it
112
leaves teachers free to individualize and leaves students free to concentrate on learning.
Student-Centered Approach
James Moffett and Betty Jane Wagner believed that
we can trust students to want to learn when they
are sure it is their learning rather than their compliance that is our first concern. In Student-Centered
Language Arts, K12, Moffett and Wagner argued
that students and teachers should be partners in
learning and that we need to concentrate on keeping the ownership of the work and the goal-setting
with the student (251). Students dont need endless essays and tests to know they are making progress: If students are constantly producing and
receiving discourse in great volume and variety, and
if the teacher is freed from emceeing to circulate
and observe, then good evaluation becomes possible
without resorting to special activities that detract
from learning and make students hate reading and
writing. . . . Partner work, small-group discussion
and improvisation, the writing workshop, rehearsal
and performance, coaching from the teacherall
these reflect back to the learner the effects of his
language actions (24344). As I explain in detail
below, a student-centered approach does not relieve
students of responsibility to participate in all aspects of their class, but it does release them from
the chore of doing assignments for the sole purpose
of protecting their final grade.
To take a student-centered approach to assessment, the teacher needs to notice each students
strengths and needs and act on this knowledge. Lets
say the teachers goal is for each student to be able
to write an organized essay. While some students
might need coaching on how to present and support
ideas effectively, another student might have no issues with organization but need to be able to shift
from exposition into narrative mode to breathe life
into stilted language. Yet another student might
need to let go of an essay that just isnt working and
try something new, which might interfere with his
ability to finish the assignment at the same time as
the rest of the class. Still another student, already
an accomplished essayist, might be writing an article for the school paper and need time for that.
Moffett was clear that a student-centered approach
is not anything goes. He wrote, Let all parties
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know that all activities are assessed all the time, but
dont ever give the impression that the assessment
is intended for anything but help and encouragement (246).
Moffett urged teachers not to give grades at
all, if they could be avoided. I have not found a
way to do that, but I have been able to follow his
second-best advice: We recommend that teachers
not give a grade to individual activities but only to
the totality of a students work. . . . Make a blanket
judgment on the whole of a students work for the
marking period. This is easy to do when you look it
all over at once and confer with the student about it.
Bookkeeping for grades alone is minimal this way
(252). Once the standards-based, student-centered
system was up and running, I found Moffetts statement to be true. I was spending much less time on
bookkeeping and much more time conferring with
students and responding to their work.
Baseline Self-Evaluation
Early in the first marking period, I ask my students
to evaluate their current level of progress toward
mastery of the course standards. I use the students
self-evaluation to generate the first entries in the
grade book. These entries are revisited and revised in
conferences toward the end of the marking period.
I explain at the beginning of the year that scores for
one marking period will not be averaged with the
next. Instead, the scores will build throughout the
year to reflect the students progress.
A few students may exaggerate their level of
achievement but this can be cleared up with a little
good-natured feedback and some serious discussion.
Most students are honest and accurate about their
level of achievement. Students need to receive the
clear message that evaluation is a partnership between themselves and their teacher. They also need
to know that the teacher respects and acknowledges
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Work in Progress
Students need timely feedback on work in progress that salutes original ideas, solid research, and
effective use of skills as well as offering sugges-
10
???
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natural consequences for putting work off and letting it pile up until its overwhelming. Most secondary students have learned the hard way not to
let this happen. I find that most of the work comes
in during the requested window, with only a few
students who need to talk about their situation. I
log the work with a simple matrix (see Figure 3),
so its easy to determine who needs follow-up with
me. This approach sends a clear message to students
that the teacher values thinking and writing more
than compliance. It also prevents the teacher from
feeling overwhelmed by five class sets of essays in
one day.
Anecdotal Record
The anecdotal record gives the teacher a place to
record narrative comments as well as notes on progress. In Figure 4, Ive included just two of many
narrative comments, one from the beginning of the
year and one toward the end. The anecdotal record
is a great help in preparing for parent conferences
and making placement recommendations.
Evaluation Conference
Toward the end of the first marking period, its important to set up appointments to confer with each
student about progress toward mastery of course
standards. The first evaluation conference will take
more time and planning than those later in the
year, but it is time well spent. Students who are
still dubious about an evaluation system that looks
at their work as a whole to determine progress will
be reassured by sitting with the teacher and talking in detail about how theyre doing. I recommend
emailing ahead of time a copy of the anecdotal
writing record and a request that students write
responses to questions that encourage reflection
and goal setting. Assuming the teacher has saved
all the drafts to a flash drive and can pull them up
Occasional
Paper
Nonfiction
Narrative
Practice
Analysis
Image Project
Blog
How to . . .
Speech
Student A
Student Z
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Summer Essay
Info/Issues,
Narrative,
Writing on Lit
Argument
Illustrated w/
Scenarios
Character
Analysis
Researched
Nonfiction
Narrative
Produce
expository,
analytical, and
argumentative
compositions that
introduce a
complex central
idea and develop it
with appropriate
evidence drawn
from primary and/
or secondary
source material,
cogent
explanations, and
clear transitions
Solid central
idea, insightful
comments about
Walter, some
text support
Predictable
central idea,
could go deeper
into the need to
challenge ones
self and father/
son rivalry
Demonstrate
understanding and
mastery of
standard written
English as well as
stylistic maturity in
their own writings
Fluent writer,
few errors
Fluent writer,
quite a few
errors
Fluent writer,
few errors
Fluent writer,
some errors
Fluent writer,
very few errors
(I instead of me)
Demonstrate
understanding of
the conventions of
citing primary and
secondary source
material
Could have
included a list of
books read but
not required
Problem with
format of
internal citation,
works cited entry
formatted
correctly
Correctly
formatted
internal text
citations, no
citation of
background info,
no works cited
Apt footnotes,
works cited
correctly
formatted except
for title
28 September 2010: You are a fluent writer and you did a decent job with the summer reading composition. As you
will see from my comments, Id like you to add a scenario to the beginning and do a little more thinking about your
conclusion. (You may need to click on Insert and Comment in order to see my suggestions.) Id like to see these
changes within a week. In the meantime, please be thinking about a professional athlete who is a true role model,
unlike Roy Hobbes. Your next writing task will be to do some research and writing about this person.
9 May 2011: I like your low-key style. Im curious to know if youre the only one that gets banged up by these family
adventures or if the thrills and bruises are shared by other members of the family. It seems to me that there are some
deeper themes in your narrative that you could bring to the surface. One of them is your own desire to test yourself
against the odds. The other is the traditional idea that if we want our boys to grow into men they shouldnt be
coddled. It seems to me that your father has this idea in mind when he whips the tube around and hunts for the
biggest wave to challenge your nerve and resilience. Just a thought . . .
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Reading Exams
To confirm the potentially more subjective evaluation of the students work as a whole, I ask students to sit for a fairly traditional reading exam
each marking period. I enter the reading exam as
a separate item in the electronic grade book. Typically the students score on the reading exam will be
within a few points of the standards-based score. If
there is a disparity between the two scores for a few
students, it is probably because they didnt bother
to review key terms or because they suffer from test
anxiety. In both cases I recommend offering a Form
B of the exam, giving those who didnt study a second chance to do so and using familiarity with the
exam format to lower anxiety. If there is a disparity
between the two scores for more than a few students,
the teacher needs to reflect on several questions: Did
the reading exam accurately represent what students
worked on in class? Was the exam well written so
students were not lured into incorrect or incomplete
responses by ambiguously worded questions and
prompts? Have the students standards-based scores
been skewed because there is too much emphasis on
affective skills and not enough on academic performance or vice versa? I recommend the use of recognition rather than recall items for the exam to not
penalize the students who have limited recall memory. When I ask for comments on the reading exams,
the majority of students say they like them because
the questions are fair and the formal exam gives
them a chance to see how much theyve learned from
another perspective. A standards-
based, student-
centered approach to assessment does not mean the
student will never experience a formal exam. The essential difference is that the teacher knows the purpose is to provide valuable feedback to students.
With her permission, I would like to end this
article with the conclusion a student named Quincy
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Jeanetta Jones Miller taught for 25 years in public schools in Albany, California, and Newtown, Connecticut, serving as
English department chair at Newtown High School from 2001 to 2011. Email her at jeanettamiller@gmail.com.
R E AD W R IT E T H IN K CO N N E C T IO N
The article begins with a survey asking students where they see themselves in five years. This lesson plan from
ReadWriteThink.org also asks students to begin to think about their future. They further explore their thoughts by
answering a set of prewriting questions. Next, they read and discuss the poem Ex-Basketball Player by John
Updike, analyzing the details and the format of the poem. Students are then introduced to a writing assignment in
which they write a poem about themselves in five years. They write their poems and go through a series of peer
feedback and revisions. Two copies of the final versions of the poem are given to the teacherone for the portfolio and one to mail to students in five years. http://www.readwritethink.org/classroom-resources/lesson-plans/
poem-possibilities-thinking-about-943.html
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