Reading and Writing are graded using this scale:
+ Demonstrated
• In Progress
- Not Demonstrated

Overall
V- Very Good
S- Satisfactory
I – Shows Improvement
N- Needs Improvement

Among many categories under reading, comprehension is one I will use as an example. This is what our first grade report card looks like.

Comprehension V
Uses reading strategies+
Uses picture clues+
Self-Corrects+
Sequentially retells a story+
Rereads+

If a student is at the V level, he almost always uses reading strategies, looks for picture clues, self-corrects, sequentially retells a story, and rereads .

Comprehension S
Uses reading strategies+
Uses picture clues+
Self-Corrects•
Sequentially retells a story•
Rereads•

If a student is at the S level, he demonstrates or is in progress of the categories under comprehension.

If a student is at the I level, that usually means he has demonstrated more aspects of comprehension than the last 10 weeks. For example, he has gone from not demonstrating to showing some progress.

Comprehension N
Uses reading strategies-
Uses picture clues•
Self-Corrects-
Sequentially retells a story-
Rereads-

A student does not demonstrate any of the criteria under comprehension. This means he needs much improvement.


Students
I try not to make a big deal about grades at this level. Six year olds get very upset if they don’t get a 100%. The only thing they seem to understand and care about is the VSIN. My students know what each letter stands for. I don’t think my students need to know what the +, -, and • mean. At the end of the year, I will show the students their reading level progress. At the beginning and end of the year, I ask them to do a writing sample. I love showing the students their progress. I think they understand this better than if I was to give them a •. Therefore, I don’t think our grading system meets the needs of students as much as it does for parents and administrators.

Parents
I think our school’s grading system is very easy for parents to follow and understand. Our report card has a key which explains what the letters and symbols mean. I believe the criteria on the report card are very specific. Therefore, parents know what their child is demonstrating, in progress of demonstrating, and not demonstrating. Then we give an overall grade for each topic (VSIN), like comprehension above. I think our report card is geared more towards parents’ needs than students or administrators. Parents know what their child is struggling on so they are able to help out at home.

Administrators
I think our grading system would help administrators understand the child’s academics. I believe our principal would be able to make good judgments from our grading system. If a child is consistently receiving an N and not demonstrating progress, my administrator would be able to make some decisions such as placement for the following year. He would be able to pin-point the student’s problems and decide whether the child has the basic skills needed to move to second grade.

I personally believe that all students should be given an equal opportunity to be assessed under their appropriate circumstances (i.e. accommodations, IEP, etc…) I believe important decisions about students should not be made based on one assessment. I think teachers should score students fairly. I believe assessment results and feedback should be given to students in a timely manner. I think it is the teacher’s responsibility to communicate assessment results to the proper stakeholders (i.e. students, parents, paraprofessionals, etc…) However, I do not believe students at every grade level should be given detailed assessment information.

I do not have a Special Education background; however, I understand the importance of meeting each child’s individual needs. If a child needs modifications in order to complete a test, then so be it. Nitko and Brookhart point out that getting higher scores is not the point; rather accommodations should increase the validity of the score (p. 89).

In order to make important decisions, such as retaining a child or re-teaching a difficult topic, much evidence needs to be collected and thoroughly analyzed. In other words, it’s critical to analyze multiple pieces of data to show patterns of progress or lack of. Triangulation of data decreases the risk that I will make errors in my interpretations and increases the reliability and validity of the results. For example, I have considered the retention of a student in my class. He is not where he should be at this point in the year. I have been looking at much data. In congruence with my reading program’s assessments, I administer DRA’s and spelling tests, analyze journal writing, and look at his math scores. Retaining a child is a high-stakes decision; therefore, I need to be sure I am making the right decision.

I have never scored an ELA test but I have heard of the scoring procedures. Teachers should not be able to see the child’s names of the essays they are correcting. Teachers’ scoring may be swayed based on their relationship with the student or the student’s “average” ability.

I believe assessment results and feedback should be given to students in a timely manner. Students’ can learn so much from their mistakes and a teacher’s feedback. Also, what message does it send to children when the results are given back late? In my first grade classroom, spelling test scores are extremely important to my students. I always make sure I return their spelling tests the day they took it (Fridays). Parents spend so much time at home helping their child study spelling words. I always make it a priority to grade and return them promptly.

Teachers are held accountable for communicating assessment information to various groups of people (i.e. students, parents, paraprofessionals, etc…) When communicating assessment information to others, it is important to be aware of the language used. For example, when teachers are talking with parents, they should make sure to use language parents will understand.

As stated above, I think communication is important. However, I do not believe teachers should communicate everything about the administration of assessments to students. I think teachers need to take into account the age level of children. For example, I would not tell my first graders (a) the standard or level of performance they are expected to perform at, (b) how the assessment will be scored or, (c) the decisions I make from the results. I don’t think they need to know everything. At the level I teach, I would only be scaring them.

Overall, I agree with many of the responsibilities stated in the text. In my opinion, the most important responsibilities are as follows: all students should be given an equal opportunity to be assessed under their appropriate circumstances, triangulate data in order to make important decisions, score students fairly, provide assessment results and feedback in a timely manner, and communicate assessment results keeping in mind the age of students.

Pre-test

I posted my Pre-test on Angel. It didn't look right when I copied and pasted on my blog. You all can find it there. I welcome any suggestions!

Crystal : )