Re: Grade Distribution

[KathieR101@aol.com]

If you have never used your classroom notes to assess a participation grade 
or to measure progress, it is a skill that requires practice and consistency.  
I started out thinking that it was very touchy-feely and based on instinct, 
but that was far from valid. So I established clear expectations and ways to 
measure progress. For example, I used anecdotal notes to assess student led group 
discussions, like book clubs or literature circles. After the students had 
several opportunities to practice this type of discussion, we talked about what 
behaviors could be observed if a discussion was successful or rich or showed 
understanding. A good way to further validate such observations is by 
responsive journal writing, either about the discussions or about the literature being 
discussed. We created a continuum from outstanding to poor with a high, 
middle, and low check point.  If I thought the students overlooked an important 
behavior, I pointed it out to them and added it to our continuum. Often the 
students had insightful observations that we added.  

That's a brief explanation of the what, but it doesn't get at the how.  One 
way to capture the class in action is to set up a chart with each group and 
each person in the group.  Write your observations on sticky notes and slap each 
on the appropriate group as you record behavior and dialogue. Set aside time 
-- not more than 3-5 minutes-to share behaviors and dialogue that you observed 
as you walked around the room and took notes.  I always started with positive 
observations -- maybe two -- and added no more that one to two suggestions for 
improvement.  

Of course, you'll want to follow up with individual conferences. If you have 
reading conferences, you may be able to devote a few minutes to your 
observations then.

Kathie