July+28+notes

Notes from July 28 - add your thoughts... to start the meeting: media type="youtube" key="7KMM387HNQk" height="349" width="560"

what I hope to know -

What do you hope to get out of your participation in this book study?

**JoLynn:** **Jo Lynn- I have just read the first part, getting to the assessment chapter. Quickly, (at school with glue fumes) so if you had a surgeon open you up and found something unexpected, would you want him to perform the standard procedure, or do what is best for you? I related to this real world analogy of teaching to each child's needs. Interested in watching Rick Wormeli videos.**

**Writing a Personal Grading Philosophy Statement (GPS)** The ultimate goal of Fair Isn’t Always Equal and this book study is improving instruction to boost student learning. A critical first step is defining your professional beliefs and being willing to do the following: ■Analyze and clarify your thinking so others can understand your core values. ■Interact with colleagues, including receiving and giving constructive critique. ■Revise and solidify your thinking based on what analysis suggests. ■Reflect on your practice, a key attribute of highly accomplished teachers (National Board for Professional Teaching Standards; www.nbpts.org).

One of the most transformative methods of reflecting on core values is creating a Grading Philosophy Statement (GPS). Just like the other GPS (Global Positioning System), this statement functions as a per- sonal navigation device. Creating a GPS helps teachers explain what they do and why they do it. A GPS has two parts. First, you should write your own statements privately, which consist of the following: Second, share the GPS with others and ask for critique. Although the first step is helpful, defending your core values is where the most growth occurs. In your statements, try to address common practices (grading scales, rubrics, group grades, and extra credit) as well as more theoretical issues (What is authentic assessment? Should students receive test questions before the actual exams?).
 * A clear, one-sentence declaration of each specific policy or belief about assessment (Example: Homework will count for 5 percent of a student’s grade in my class)
 * A short rationale for each core value

**Prereading Suggestions** Most teachers don’t realize how their beliefs about assessment and grading affect every aspect of their instructional practice. To help you become more aware of your mind-set and how it might differ from your colleagues’ views, consider answering some of the questions in Figure 1.

**Checking Current Philosophy About Assessment and Grading** 1.What does it mean to differentiate instruction? 2.What concerns do you have about grading students in a differentiated class? 3.What does each mark or grade on your grading scale represent? 4.Does an A mean students have met or exceeded the standards or learner outcomes? 5.What is the role of assessment in the classroom? In grading? 6.How does your philosophy about differentiation and grading vary from that of your col- leagues? 7.Would you be comfortable with your school administrators or a teaching colleague view- ing your gradebook and critiquing your grading philosophy? Why or why not? 8.What’s the difference between formative and summative assessments, and what role does each play in the report card grade? 9.If two students complete different tasks as part of the same unit of study and both earn an A on the assessment, are the grades equivalent? 10. What do you hope to get out of your participation in this book study?

**Practice and Application Ideas to Further Understanding** To prepare for the group discussions related to Fair Isn’t Always Equal, choose one or more of the following activities to complete before your first meeting. Working with your study group members, you may decide to each choose different topics to cover more ground. Consider writing about your reflections and sharing through a collaborative journal or other networked platform.

■Design a sample gradebook page or a sample report card that reflects differentiated instruction practices. ■Choose one controversial aspect of grading and interview five colleagues about their beliefs and practices. ■Identify one controversial aspect of grading and argue for both sides of the controversy, even if you do not agree with the position. ■Read your school or district’s official grading policy and note differences between the stated policy and your (or your colleagues’) practices. ■Obtain a copy of a report card used in a neighboring school or school district and compare it with your own. ■Read a book or an article about assessment or grading by one of the following authors and share a summary of it with your study group: Tom Guskey, Ken O’Connor, Dylan Wiliam, Robert Marzano, Susan Brookhart, Anne Davies, Ruth Sutton, Rick Stiggins, Damien Cooper, Jay McTighe, Grant Wiggins, Doug Fisher, Nancy Frey, Doug Reeves. ■Write a rationale for differentiated instruction. ■Identify twenty specific strategies teachers can use to differentiate instruction for students. ■Explain the difference between criterion-referenced and norm-referenced scores, including the pros and cons of each.