Jillian Brimigion

Activity 9.8 Evaluating Your Grading Practices

Review the Rubric to Evaluate Grading Practices (Figure 9.11 in the text). Work

independently or with colleagues to complete the following activity. You will need your

record book or access to your electronic grade reports.

1. Use the rubric to evaluate your practices for each of the seven criteria. You can

record your judgments on the Grading Practices Evaluation Form.

Grading Practices Evaluation Form

Criterion Level Remarks/Revisions needed
1. Organizing the Developin Need to make sure I am grading with intention. I feel I
record book g need more practice.

2. Keeping Proficient I feel my grades are solely based on achievement.

achievement data Students are encouraged to improve their grade. Students
separate from learn about late work, academic integrity, and incomplete
other factors work to develop skills on how to self-improve.

3. Using most Proficient With young students’ new information is always coming up.
recent information Students

4. Summarizing Beginning I need more practice with summarizing information and

information converting to common scale. The only practice I have had
is with RAW scores. The only time I have had to convert to
common scale was in my past TWS. I also do not
understand the process of weighting grades.
5. Determining the Beginning I need more practice with converting assessment data into
grade proper symbols for the report card approach being used.
Also need help with translating scores into a summary of
the student’s skills.
6. Verifying Proficient Assessment design considers students IEP goals.
assessment Assessments reviewed for reliability and validity.
quality
7. Involving Beginning I need to involve students in the assessment and grading
students process more. Could write self-reflection/self-evaluation.
Should have meetings with students to discuss their
process as they improve

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2. Discuss both the rubric and your self-ratings with a colleague. What changes, if any,

might you want to make based on the evaluation? What might be your highest priority

adjustment? What might be difficult to do? What other changes would need to occur

first?

I decided to share my self-evaluation rubric with my cooperating teacher. Based on my

evaluation I identified my skills as beginning in summarizing information, determining

the grade, and involving students. I believe it would be effective to begin with working

to improve in these areas. For summarizing information and determining the grade

what would help me in hands on practice. For involving the students, I think my next

step would be to develop a student involvement plan. I should also incorporate into my

classroom philosophy self-reflection. Students need to be taught how to be honest with

themselves and the benefit of reflecting on your work process. Self-reflections help the

students identify on their own how they can improve. I can also work on organizing my

record book. I need a better system for keeping assessments in a central location to be

able to see compare preassessments and post assessments. If data is in a central

location it will be easier for me to identify if students are developing, staying the same,

or if their skills are going backwards. The main thing I need is to be able to practice

giving assessments and converting data with supervision, then starting to practice on

my own. I feel we do not have much practical application with assessments in the

Gallaudet Department of Education. I am a bit intimidated with translating RAW scores

into common scale. Using percentages and plotting data is something I feel I need

support with because I am not confident in my math skills. My cooperating teacher

recommended I continue practicing giving assessments in my internship. There are a

lot of grading programs that will calculate data for you. I would like my colleges to look

over my grading as a new teacher to make sure I am authentically representing the

students.