tag:blogger.com,1999:blog-5895968786801801318.post6673908738728400725..comments2023-11-03T00:25:42.375-07:00Comments on I am a teacher. This is my journey.: 4 Point RubricUnknownnoreply@blogger.comBlogger12125tag:blogger.com,1999:blog-5895968786801801318.post-25984610086999487392014-11-03T17:20:17.448-08:002014-11-03T17:20:17.448-08:00Sorry wrong post. ignore previous. Its late here.Sorry wrong post. ignore previous. Its late here.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5895968786801801318.post-72450300208160707022014-11-03T17:09:14.554-08:002014-11-03T17:09:14.554-08:00Well I just hope the carpenter has the patience an... Well I just hope the carpenter has the patience and understanding when watching an apprentice make boxes inside boxes to make a plus sign that gives the answer to do a multiplication problem on the two by four, instead of the number over a number and working it.<br /><br /> And relating to old medical practices is not even a comparison in my book. The right comparison would be more like, we use to scratch marks on cave walls now we use pencil and paper to make the same scratch marks and still getting the same result.<br /><br /> It is new math. Math tricks. Like the one math trick where you guess a number and then go through a series of functions and get the same number every time to make yourself look like a magician to match the number wrote down in the envelope. Math has many ways to solve for the answer. Why not let people find out for themselves if they want to know the other properties the make the same conclusion. It's like math has started over from say that learning the place values of numbers ( the one, tens, hundreds and so on) was not enough. Lets draw some boxes. Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5895968786801801318.post-9422940031202505892014-01-30T10:56:57.186-08:002014-01-30T10:56:57.186-08:00i believe marzano's approach is a waste of val...i believe marzano's approach is a waste of valuable time. as if grading were the problem. haaaaa have not seen any evidence that this approach has any effect whatsoever. rubrics, power standards....please. let us teach stop reinventing the basic. no respect for marzano or his marketing of education for his sole profitAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-5895968786801801318.post-20379004223056299512014-01-30T10:51:34.040-08:002014-01-30T10:51:34.040-08:00pile of crap! marzano is selling same product as ...pile of crap! marzano is selling same product as anyone else. bizarre how he considers himself to be an expert. barfAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-5895968786801801318.post-31680530132874836172013-08-21T20:44:43.760-07:002013-08-21T20:44:43.760-07:00Our math website has links to our rubrics: https:...Our math website has links to our rubrics: https://www.carlton.srsd119.ca/wordpress/index.php/students/departments/math/Carey Lehnerhttps://www.blogger.com/profile/00112122845754749228noreply@blogger.comtag:blogger.com,1999:blog-5895968786801801318.post-90164220219852180872013-05-24T06:51:12.762-07:002013-05-24T06:51:12.762-07:00We are starting to write rubics and would love to ...We are starting to write rubics and would love to see more of your examples as we are also reading Marzano's book and like what we see in your example above. If you'd be willing to share, it would give us so much more to go on.. My email is smorr@mcsdonline.org and I teach Math in Muscatine, Iowa.. Thanks so much for being a Pioneer in this process.Anonymoushttps://www.blogger.com/profile/00946169405529316498noreply@blogger.comtag:blogger.com,1999:blog-5895968786801801318.post-39840777985640481152013-05-03T19:51:58.797-07:002013-05-03T19:51:58.797-07:00I'm not sure I understand what you mean by the...I'm not sure I understand what you mean by the integer grading scale and grade inflation. The way we use the rubric is to show growth of levels of understanding. Can you define underachieving? We do not combine behavior with understanding of outcomes/standards. If a student demonstrates that they understand the outcome, it doesn't matter what their behavior is or how long it might have taken them. When we HAVE to convert to a percentage, we have a conversion chart that we use. Maybe I'm not understanding your question properly. Carey Lehnerhttps://www.blogger.com/profile/00112122845754749228noreply@blogger.comtag:blogger.com,1999:blog-5895968786801801318.post-24032223957987967142013-04-25T08:20:13.946-07:002013-04-25T08:20:13.946-07:00I am concerned about grade inflation and Marzano&#...I am concerned about grade inflation and Marzano's integer grading scale. Do scales like this inflate grades? How do you ensure that students who pass have enough understanding of the material?<br /><br />I'm asking these questions because the integer rubric appears to be very forgiving for underachieving students.karadimoshttps://www.blogger.com/profile/00544414814835244884noreply@blogger.comtag:blogger.com,1999:blog-5895968786801801318.post-52409516061907968432012-07-23T18:14:01.376-07:002012-07-23T18:14:01.376-07:00Good luck with next year! It will be a lot of wor...Good luck with next year! It will be a lot of work, but it is worth it in the end! <br /><br />I'm not sure I'm going to answer your first question properly, so let me know if you need more! Our PLC group started this at the grade 9 level and have moved up one grade level at a time. We follow our general math rubric when assigning skills to a level. This allows our rubrics to keep a consistent format. Within our particular school we have 14 math teachers and all teachers teaching a certain class will use the same rubric. We meet during our PLC time to do some common grading to make sure we are all on the same page. At this point the rubrics we are using have not been made mandatory outside our school, but there are some other teachers in our division that are using them. <br /><br />As for continually improving them... we meet or do group emails when we don't feel one is working well. This can be during the course of teaching the outcome or later in the semester. At the end of the first semester of implementation we will meet as a group to discuss if any major changes need to be made. Some of the changes we have made are combining outcome chunks or splitting an outcome. Other changes are reassigning levels. <br /><br />I hope this goes well for you! If you have a group to work with it is a lot easier than doing it all on your own! If you are in the States, I believe Marzano Research has some exemplars on their site for the Common Core Standards that might help get you started.Carey Lehnerhttps://www.blogger.com/profile/00112122845754749228noreply@blogger.comtag:blogger.com,1999:blog-5895968786801801318.post-16827584766524061722012-07-23T14:06:40.605-07:002012-07-23T14:06:40.605-07:00Thanks for the post, Carey!
Questions:
- How do y...Thanks for the post, Carey!<br /><br />Questions:<br />- How do you keep track of all these rubrics so they're aligned across grade level and department? And, what's the process for continually improving these rubrics? My school is moving to SBG next year and I'm wondering how to do this.<br />- I'm finding that there are two types of rubrics as well, and am trying to come up with better names for them. If you come up with some, please let me know.Deborah Changhttp://www.debryc.comnoreply@blogger.comtag:blogger.com,1999:blog-5895968786801801318.post-91885184101580056332012-07-10T21:59:51.031-07:002012-07-10T21:59:51.031-07:00We convert to a percentage only for our grade 10 -...We convert to a percentage only for our grade 10 - 12 classes. There are two steps. First, the student must have met at least level 2 on EVERY outcome. If they have not done so, then they are incomplete and do not get a mark. There will be a blank spot on their report card. We no longer "fail" a student. I plan on blogging about this soon! Anyways, once a student has at least level 2 on all outcomes, we then average the current levels of each outcome. We do NOT average all assessment pieces within one outcome to get the current level. For that we look for most recent and most consistent and use our professional judgement. However, because we must end up with one overall percentage, we have found the best way to do this is to average the current level scores. We have then developed a conversion chart (which is always open to discussion!). Because a main purpose of a percentage in our Province is for University entrance, we wanted to be fair to our students. Our benchmarks are this: level 2 = 60%, level 2.5 = 75%, level 3 = 90%, level 3.5 = 95% and level 4 = 100%. There are not many schools on this system (in fact ours is the only division that I know of at this point!). Some of our teachers think that level 3 = 90% is too high, but my argument is that many students in our province that are doing level 3 work are scoring 95 - 100% as our level 4 questions are often not traditional math questions. I would have rarely asked these types of questions in the past or assigned very little value to them. <br /><br />Good luck with this! It is a lot of work to begin with, but very rewarding in the end! If there is anyway you can convince your administration that a percentage for 8th graders is not necessary it will make a lot more sense!Carey Lehnerhttps://www.blogger.com/profile/00112122845754749228noreply@blogger.comtag:blogger.com,1999:blog-5895968786801801318.post-14290171495436397252012-07-10T13:51:44.017-07:002012-07-10T13:51:44.017-07:00Thank you for sharing this! My grade level team an...Thank you for sharing this! My grade level team and I are considering adopting a 4pt scale as you describe here for all subjects for our 8th Graders. This piece was very helpful. Our administrators have also expressed a need to give a percentage grade at the end of the term (ugh!), so if you don't mind my asking, how do you go about determining that at the end? We're considering using a "Percentage of objectives passed" to determine a final grade. Thoughts?Markhttps://www.blogger.com/profile/01535894897556892696noreply@blogger.com