Post by Stacy Dawes on Jul 27, 2015 17:33:23 GMT
Action Research: Framing
How do I modify my grading practices so that it becomes a tool in the classroom rather than an end-game. Which grading model will work for my students?
How well do the grading practices I've used help students make progress?
How well do the grading practices I use help inform me about student progress?
How does the grading structure (weighted grades) impact student achievement and motivation?
When grading essentially is used as a completion grade but seen by stakeholders outside of the school as a pretense to scholarship/money, how does this translate into demonstrating and facilitating learning. When do grades become authentic?
How do grades translate to parents and how can this become a tool to a parent rather than an entitlement or a completion? How can grades inform and empower parents to unite teachers/parents to help students make academic choices that lead to progress.
How do I modify my grading practices so that it becomes a tool in the classroom rather than an end-game. Which grading model will work for my students?
How well do the grading practices I've used help students make progress?
How well do the grading practices I use help inform me about student progress?
How does the grading structure (weighted grades) impact student achievement and motivation?
When grading essentially is used as a completion grade but seen by stakeholders outside of the school as a pretense to scholarship/money, how does this translate into demonstrating and facilitating learning. When do grades become authentic?
How do grades translate to parents and how can this become a tool to a parent rather than an entitlement or a completion? How can grades inform and empower parents to unite teachers/parents to help students make academic choices that lead to progress.