In our district we are required to give effort grades. Who else
among is has that situation and how do you feel about it?
> If you plan to continue teaching, you will have to develop a better
> system than "intuition."
> That just won't cut in today's push for quantifiable, accountable
> grading at every level. I
> never weighted my grades into percentages; it was strictly point-
> based and pretty easy:
> practice assignments (sketches, trying out new techniques) earned
> 50 points, and "big"
> assignments earned 100. Sketchbook work earned 25 points.
> Here it helps to have clear objectives--what exactly are the
> students to learn? If they are
> to produce a painting using a palette of split complementaries,
> then you will assess how well
> they achieved that and what would constitute an A, B, C (on a point
> scale)--and let them know
> ahead of time what an A looks like. When faced with a pile of
> student work, I would sort it
> quickly and roughly into A, B, and C piles, then go back and
> determine exactly where on the
> point scale they stood. Sometimes a piece would be recategorized
> to a different level.
> We all have different ways of grading and you will have to pick the
> things that suit your
> style. If you're really stuck I could send you some samples of
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