Ever since I began teaching high school math, I've never liked giving grades (A, B, C, D, E) to students. They're somewhat arbitrary and can differ greatly from teacher to teacher and school to school. If a student comes to OHS with a B- in Algebra 1 from a school in Iowa, I may think that tells me something about this student's level of achievement , however I have no
The introduction and implementation of the Common Core State Standards attempt to remove some of the guesswork and ensure that ALL students are learning the same no matter where they go to school. What I would like to do is find a way to communicate what skills the student has mastered and what they still need help on. I'd also like to communicate this more effectively to students so that they are not blinded and shut down just from looking at a letter grade.
To this end, I have created "I CAN" statements for each lesson in my geometry classes and communicate these "I CAN" learning targets at the start and end of every video. I've also created this "I CAN" Google Doc that I'd like to share with the students and parents so that they can follow their progress after each assessment. I adopted this idea from the way that we teach and evaluate for the Michigan State University Graduate Certificate program where we share an Evaluation Notebook with students that contains the rubric for each assignment, the points earned, and the feedback provided. It works wonderfully, but making that transition to the High School Math class where students are not writing blog posts and graded with a traditional rubric is difficult.
Does anyone have experience with giving feedback this way. I am convinced it is a worthwhile pursuit, but I'm struggling with the logistics. Any advice you have is much appreciated!
Thanks in advance!