I'm started to get genuinely concerned about the state of my students' grades. Many of them have incompletes in the class, and are not working to make up their work. I want to start working more closely with them during remediation time.
Also, I'm grading the summative assessment for argument writing right now and the average score (so far) is a lot lower than I expected/hoped. My plan right now (at my mentor teacher's suggestion) is to finish grading them all, and then I can look at them and decide if and how I may want to adjust the scoring. This certainly is informing my teaching, and I wonder how much of their scores reflects my teaching and how much reflects my students' efforts/ability.
Grading takes FOR-EV-ER, by the way. I don't know when I'm ever going to plan for the upcoming unit if this grading keeps lasting forever.
Yes, grading takes forever and doesn't end (except when the school year finishes). The trick is trying to figure out how to grade in ways that are efficient, but that also prove useful for students. Plus, it's always advantageous if it can also inform your future instruction, right?
ReplyDeleteIn terms of your question about what these scores reflect, it's always useful to consider what you could have taught better or differently, as well as what students seem to still be missing. However, sometimes (most of the times) it's not entirely your fault either. The trick is that it's often a murky combination of multiple factors. So, definitely learn from your experiences, but don't be too hard on yourself either.
Ditto.
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