Course Descriptions

For all graded courses, I generally use some or all of the following steps (adapted from Steve Peha’s website, ttms.org) to assess students on participation, progress, and performance:

Step 1

I define expectations for participation, progress, and performance, and give each trait a percentage weight. For example, I might assign the following weights:  50% for participation, 30% for progress, and 20% for performance. For participation, I use a simple set of classroom rules or behavior expectations. For progress, I describe for students my expectations of the new skills and information they should master. For performance, I show students models of successful work.

Step 2

Students collect relevant work during the grading period. Students may also be asked to include other types of “artifacts” like notes, journal entries, logs, drafts–anything that might be relevant to documenting their learning.

Step 3

Students assess themselves by completing a written reflection and giving themselves a letter grade for participation, progress, and performance.

Step 4

I review collections, reflections, and student assessments.

Step 5

I assign a grade for participation, progress, and performance, and calculate the final grade.

 

Sixth Grade Advisory  Sixth Grade Humanities  Sixth Grade Math