Grading+Philosophy



===Learning is a process in which the learner builds personal meaning by adding new understanding to old on the basis of each new experience. Individuals experience meaningful learning when they have the opportunity to process information and relate it to their own experiences.===

===Brain research show that the ability to learn is significantly influenced by coping with emotions and the environment, by teaching the skills of thinking, and by encouraging metacognition - thinking about thinking.===

===This approach requires more complex assessment than traditional approaches which emphasize simple scoring of answers as right or wrong. More vaired approaches to assessment imply that teachers will not always have neat numbers that can be "crunched" and converted into grades. Teachers need to consider carefully how they will incorporate data from a broader array of assessments into their students' grades.===

===It is important to get our students to view assessment as something that is done with them (to improve their learning) rather than something that is done to them (to find out what they don't know). For maximum benefit to be obtained, it will be necessary that the purpose for grades and reporting clearly be the communication of achievement of the standards. If grading and reporting do not relate grades back to the standards, they are giving a mixed message. Our grading practices must reflect and illuminate those standards.===

The PRIMARY PURPOSE of classroom assessment must now be to inform learning, not to sort and select or justify a grade (as traditional grading was).
=__ **TYPES OF STUDENT ASSESSMENT:** __=

=__Personal Communication__:=

=__Performance Assessments:__ (using rubrics, checklists, rating scales, and anecdotal records)=

Paper and Pencil Tests/ Quizzes
=__Self-Assessment:__=

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