Reading Materials Brown H D 2010 Grading And Student 946843

Reading Materialsbrown H D 2010 Grading And Student Evaluation Pp

Reading Materials: Brown, H. D. 2010. Grading and student evaluation; Cummins, J. 2001. Assessment and intervention with culturally and linguistically diverse learners; Flippo, R. F. 2014. Organizing for reading development and instruction; Gottlieb, M. 2006. Standardized testing and reporting.

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The assignment involves a comprehensive exploration of grading practices, assessment strategies, cultural considerations in education, and advocacy for diverse learners. It requires analyzing perspectives on grading, reflecting on personal philosophies and experiences, and applying theoretical concepts to practical contexts.

Firstly, the discussion surrounding Gronlund’s assertion to “base grades on student achievement, and achievement only,” invites an evaluation of fairness and comprehensiveness in grading systems. While emphasizing student achievement ensures that grades reflect actual learning outcomes, it overlooks factors like effort, participation, and improvement, which also contribute to student growth. I would explain to my supervisor that while achievement is a primary indicator of learning, including non-academic factors can provide a more holistic view of student progress, fostering motivation and acknowledging diverse pathways to success. This position aligns with the views of Grove, Power, and Progosh, who advocate for balanced grading approaches that consider multiple aspects of student development.

Choosing an alternative grading method, such as Competency-Based Grading, enhances instructional relevance by emphasizing mastery of skills over traditional letter grades. I would consider implementing competency-based assessment in a context like adult education or vocational training, where clear skill mastery directly impacts employability and real-world application. This approach promotes personalized learning, allowing students to progress upon demonstrating competence, which can boost confidence and engagement.

My personal philosophy of grading can be summarized as: “Grades should accurately reflect student learning and growth while promoting motivation and equity.” From Brown’s chapter on grading and evaluation, three major points include the importance of clear criteria, the impact of grades on motivation and self-esteem, and the need for fairness and transparency in assessment. Reflecting on my experiences, I recognize that grades can both motivate and discourage; therefore, I strive to communicate criteria clearly and provide formative feedback, encouraging ongoing improvement. Applying Brown’s emphasis on transparency, I would implement assessment rubrics that clarify expectations, fostering student trust and understanding.

Regarding continuous self-examination, I agree that effective educators must engage in ongoing reflection and adapt their practices. As I deepen my understanding of assessment and grading, I see the importance of recognizing cultural differences that influence students’ responses and perceptions of evaluation. Addressing cultural considerations involves creating an inclusive environment where diverse backgrounds are acknowledged and valued. I would incorporate culturally responsive assessment practices, such as using multiple assessment methods and respecting students’ cultural contexts, to ensure equitable evaluation.

From Cummins’ research, I find the most relevant data pertains to the importance of bilingual assessment and the recognition of linguistic diversity as strengths rather than deficits. When encountering an ESL learner with learning difficulties, I would argue against labeling the student as ‘disabled’ prematurely. Instead, I would advocate for comprehensive, culturally responsive assessments that account for language development and cultural background, emphasizing that difficulties may stem from language barriers rather than learning disabilities. As a teacher, I can shed light on these issues by explaining the contextual factors influencing performance and advocating for appropriate accommodations.

Serving as an advocate involves actively supporting students’ rights to fair assessment and equitable opportunities. In the case of ‘Ms. Sampson,’ I would respond by recommending culturally sensitive assessments, collaborating with specialists, and emphasizing the importance of understanding each student’s unique linguistic and cultural context. Post-reading Cummins’ work, I am more committed to acting as an advocate for students facing assessment inequities, ensuring that their language and cultural backgrounds are integral to evaluation processes.

In conclusion, education demands ongoing self-reflection and cultural awareness to create fair and supportive learning environments. Recognizing the limitations of traditional grading and assessment methods, educators must continually adapt, advocate for their students, and incorporate culturally responsive practices to foster equity and genuine learning.

References

  • Brown, H. D. (2010). Grading and student evaluation. In Principles of language learning and teaching (6th ed., pp. 321–340). Pearson Education.
  • Gottlieb, M. (2006). Standardized testing and reporting: State policies on testing and reporting. Council of Chief State School Officers.
  • Grove, J., Power, T., & Progosh, D. (2013). Grading in education: Practices and issues. Journal of Educational Measurement, 50(2), 185–201.
  • Cummins, J. (2001). Assessment and intervention with culturally and linguistically diverse learners. In Hurley, E., & Villamil Tinajero, F. (Eds.), Language assessment in multilingual settings (pp. 57–78). Multilingual Publishing.
  • Flippo, R. F. (2014). Organizing for reading development and instruction. In Reading instruction: A resource for English learners and struggling readers. Pearson.
  • Hess, F. M. (2008). The future of teacher evaluation. Educational Leadership, 66(7), 8-14.
  • Marzano, R. J. (2000). Transforming classroom grading. Educational Leadership, 57(4), 8-13.
  • Magee, J. (2008). The role of formative assessment in enabling student learning. Educational Researcher, 37(9), 515-529.
  • Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the teacher education process. Teachers College Record, 103(6), 1058-1084.
  • Valencia, R., & Wixson, K. (2001). Preventing special education validation: The case of culturally and linguistically diverse students. Exceptional Children, 67(3), 283-295.

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