A PARENT’S GUIDE TO ASSESSMENT AND

GRADING IN FOURTH GRADE

Mrs. Mackie

2012

Common Core Standards for Language Arts

Content Area Standards

Language Arts: Reading •Literature: Key Ideas & Details, Craft & Structure, Integration of Knowledge & Ideas, Range of Reading & Complexity of Text

•Informational Text: Key Ideas & Details, Craft & Structure, Integration of Knowledge & Ideas, Range of Reading & Complexity of Text

•Foundational Skills: Phonics & Word Recognition, Fluency

Language Arts: Writing •Text Types and Purposes•Production & Distribution of Writing•Research to Build and Present Knowledge•Range of Writing

Language Arts: Speaking and Listening

•Comprehension & Collaboration•Presentation of Knowledge & Ideas

For more detailed information, please refer to your Fourth Grade Curriculum Packet or visit http://www.corestandards.org

Common Core Standards for Mathematics

Content area Standards

Mathematics •Operations & Algebraic Thinking•Number and Operations in Base 10•Number and Operations—Fractions•Measurement and Data•Geometry•Mathematical Practices

For more detailed information, please refer to your Fourth Grade Curriculum Packet or visit http://www.corestandards.org

Ohio Academic Content Standards for Social Studies and Science

Content Area Standards

Social Studies •History•People in Societies•Geography•Economics•Government•Citizenship Rights and Responsibilities•Social Studies Skills & Methods

Science •Earth & Space Science•Life Science•Physical Science•Science & Technology•Scientific Inquiry•Scientific Ways of Knowing

For more detailed information, please refer to your Fourth Grade Curriculum Packet or visit http://www.ode.state.oh.us

Sample of a Progress Report for Fourth Grade

Available online at: http://www.olentangy.k12.oh.us/district/curric/gradecardcriteria/ProgressReport4.pdf

E for Exempla

ry(Excellent

or Exemplar

y work toward

the standard)

M for Meeting (Meeting grade level

expectations toward the standard)

P for Progressing(Moving toward grade level expectations for

the standard with assistance)

N for Needs

Improvement

(Experiencing

difficulty requiring

much assistance

)

Learning Grades

Mastery

Mastery is demonstrated by: 85% accuracy with a concept OR Meeting the criteria for “Meets” or “Exemplary” on a rubric

Collaborative Group Work Rubric

         

Teacher Name: Mrs. Mackie

Student Name:     ________________________________________

CATEGORY Exemplary Meets Progressing Needs ImprovementContributions Routinely provides useful ideas 

when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Quality of Work Provides work of the highest quality.

Provides high quality work. Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

Provides work that usually needs to be checked/redone by others to ensure quality.

Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Date Created: Mar 11, 2012 04:46 am (UTC)

Traditional Grading Practices vs. Mastery Learning

Traditional Grading(i.e. “Old School”)

• The focus is on students earning grades

• One chance to “get it right”

• Teacher’s goal is to categorize student achievement

• Competition is inherent

Mastery Learning(i.e. 21st Century)

• The focus is on students learning

• Second chances are allowed

• Teacher’s goal is to ensure every student masters the content

• Collaboration is integral

(Guskey, 1994; Guskey & Marzano, 2001; Reeves, 2002; Stiggins, 2005).

Assessing Student Learning

Learning will be assessed through:

Class Work (Individual Assignments, Group Work etc.)

Conferencing with Teacher

Projects/Portfolios

Assessments (Quizzes, Tests, Projects etc.)

Teacher Observation of Learning/Behavior

Homework

From Assessment to Grades

“Grades” on all assignments will be collected as data about your child’s progress over the course of the semester—but the final grade will be based off of the end of unit assessments (tests, projects, and/or portfolios).

Homework completion is counted as an “Effort and Quality” grade in the “Effort/Work Habits/Personal Growth” area(s) of the grade card.

Lee demonstrates an “N” level of

understanding of a concept in class and

on homework

After some additional practice, Lee

demonstrates that he has mastered the

standard. He receives an 89% for that standard on the

unit test and a “M” on his unit project.

Lee would receive a “M” for that standard

on his grade card.His grade is not

lowered by his initial “N” grades because what matters is that

he mastered the concept.

Homework Expectations

Teacher

• Mrs. Mackie will not assign homework unless it is a valuable learning experience or practice activity

• Mrs. Mackie will provide timely feedback to students

Students

• Students will record all homework assignments in their student planner

• Students will complete homework assignments using “best effort”

• Students will complete and return assignments on time

Parent

• Parent(s) may provide appropriate assistance as needed

• Parent(s) may communicate with teacher about any questions or concerns

Room for Improvement

“In real life, we are constantly working on problems, making modifications, improving our work, and then examining it to see if it meets the needs of our colleagues or if it needs yet more improvement” (Reeves, 2002, p. 20).

Correcting Work

At my discretion, students may correct or redo work on tests, quizzes, or other assignments

The student must complete and submit a “Redo Correction Packet” with the assignment. The Packet may include:

Redo Registration Card (signed by parent,student, and teacher)

Initial Reflection Form Action Plan Detailed Timeline Corrected Assignment Final Reflection

Note: The contents of the packet may vary based on the assignment type/content area. Items in red are always required.

Late or Incomplete Work

The No Busy Work Pledge means that all assignments are important and must be completed

If a student does not have homework completed, he/she will attend Lunch Lab to complete the assignment

All work must be completed Late/unacceptable work will

be given an “I” (for Incomplete) until it is submitted/corrected

Late work must be submitted with a Late Work Explanation Form

Corrected work must be submitted with a Reflection Form

Homework Class Work

Goals

My #1 goal is to help each and every child master the content and grow into confident, competent, life-long learners.

I want to engage learners in meaningful, engaging, appropriately challenging learning experiences each and every day.

I want to keep the lines of communication between home and school open so that together parents, students, and teachers can support each other in their respective roles.

References

Guskey, T. R. (1994). Making the grade: What benefits students? Educational Leadership,52, 14-20.

Guskey, T. R., & Marzano, R. J. (2001). Developing grading and reporting systems for student Learning. Thousand Oaks, CA: Corwin Press, Inc.

Reeves, D. B., (2002). Making standards work: How to implement standards-based assessments in the classroom, school, and district (3rd ed.). Denver, CO: Advanced Learning Press.

Stiggins, R. (2005). From formative assessment to assessment for learning: A path to successin standards-based schools. Phi Delta Kappan, 87(4), 324-328.