Making Grades Matter by Townsley Matt;Wear Nathan L.;

Author:Townsley, Matt;Wear, Nathan L.;
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2020-08-15T00:00:00+00:00

Figure 3.5: Continuum for standards-based grading principle 2–individual assessment.

Figure 3.6: Continuum for standards-based grading principle 2–team assessment.

Figure 3.7: Action-plan template for standards-based grading principle 2.

CHAPTER 4

How to Provide Students With Multiple Opportunities to Demonstrate Their Learning

Because students learn differently and at varying rates, students who do not demonstrate understanding by a teacher-determined date should be allowed to demonstrate understanding at a later date. “Classroom assessments and grading should focus on how well–not on when–the student mastered the designated knowledge and skill” (McTighe & O’Connor, 2005, p. 17). This aligns with the second critical question of a PLC, How will we know when each student has learned it?

The need to understand when students have learned is why teacher teams in a PLC must develop a system that provides students with multiple opportunities to demonstrate their understanding. Retakes and revisions make student learning the constant in the classroom, not the variable, which is a key responsibility schools assume when adopting the PLC process (DuFour, DuFour, Eaker, & Karhanek, 2010). Furthermore, allowing students multiple opportunities helps teachers maximize the potential that students will master the essential standards for a course. In the article “Redos and Retakes Done Right,” educational consultant Rick Wormeli (2011) writes:

The goal is that all students learn the content, not just the ones who can learn on the uniform timeline. Curriculum goals don’t require that every individual reaches the same level of proficiency on the same day, only that every student achieves the goal. (p. 22)

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