Grading Question

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3 thoughts on “Grading Question”

    1. This conflicts with natural emergence of skills as per Krashen. A kid who is stable on the bike is labeled a C student. The motivation and human level participation is not brought into the labeling of the kid as a C student. We have all sorts of kids in our classes with all sorts of abilities who learn at different rates of spped. The key factor is motivation and, to some degree, attendance. Some are highly motivated, and some are not. I don’t see how this is fair. Go click on that link and study it and explain this to me. I really don’t get how we can take one kid, label her as “beginning”, and then attach a grade range of 60% to 69% on this when she is trying. I can see how we can label involvement with the jGR but not here. What am I missing? I’ll try to say it again, more clearly – we know that language skills emerge at different rates and at different points in a continuum that is personal to the kid’s skills. Some people speak earlier than others, for example. So the kid who starts speaking at age 3 gets an A but the kid who starts speaking at age 6, according to this scale, would then at the age of 3, get an F. Is that it? Is that what the ACTFL proficiency guidelines offer us? If that is true, I don’t want to use them to assess my kids. I want to assess their observable behaviors and how well they attempt to negotiate meaning in my classroom. Do I have to use the proficiency guidelines as “clarified” by this bicycle analogy? Somebody work with me here.

  1. Ben, I want to thank for this response. I have a parent fighting with me right now because I won’t provide a typical rubric for her student in which x correct answers = x grade. I will be sharing this with her at our next meeting.

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