Communicate-
Here one can find the results of the practice, preparation and final assessments. More than just record keeping, my reports allow me to track, trace, and define the progress of my students on various standards across the school year.
This year, I've added a new wrinkle- a journal of commentary on student progress. What I'm doing with this, to record comments as well as unit scores for each student as they complete formative and summative assessments. Although it seems very "retro" in some respects, I'm already finding it valuable as a tool to follow student progress. I can always pull out the journal and share comments and progress with students as the year goes on.
Of course, I am using more modern methods of tracking my students work in SBL. You will find below an additional pair of links. The first one is a screen shot of my most recent Jump Rope grade book, with scores for my early formative assessments. You will notice an unpublished category on the far left - I use this to track when students tuned in work (a "4" is right on time, a "2" is turned in late, and so on). These scores are not published but I use them to help compute the final Habits of Learning grade.
The second comes from a final Jump Rope report from last year, converted into a Word document. My reports contain scores for standards as well as Habits of Learning (HOL) scores reflecting Preparation and Participation. So far in Core this year, we have allotted time to work with our students to discuss, define, and develop the language for the HOL standards. An important part of Communication with students comes in familiarizing them with the standards, scales (1-2-3-4) and rubrics, as well as giving them exemplars to work with. Some of our work has also required students to self-assess themselves on practice work based on SBL scales. By doing this, we both make them comfortable with SBL terminology and take a share of ownership and responsibility for their own performance.
Communicating SBL performance represents a shift for students, parents, and teachers. Hopefully, we will reach a point where letter grades become just another symbol of student progress as a part of a bigger picture of communicating achievement and success.
A page from my student progress journal
My current Jump Rope grade book
A Jump Rope Report including HOL
Here one can find the results of the practice, preparation and final assessments. More than just record keeping, my reports allow me to track, trace, and define the progress of my students on various standards across the school year.
This year, I've added a new wrinkle- a journal of commentary on student progress. What I'm doing with this, to record comments as well as unit scores for each student as they complete formative and summative assessments. Although it seems very "retro" in some respects, I'm already finding it valuable as a tool to follow student progress. I can always pull out the journal and share comments and progress with students as the year goes on.
Of course, I am using more modern methods of tracking my students work in SBL. You will find below an additional pair of links. The first one is a screen shot of my most recent Jump Rope grade book, with scores for my early formative assessments. You will notice an unpublished category on the far left - I use this to track when students tuned in work (a "4" is right on time, a "2" is turned in late, and so on). These scores are not published but I use them to help compute the final Habits of Learning grade.
The second comes from a final Jump Rope report from last year, converted into a Word document. My reports contain scores for standards as well as Habits of Learning (HOL) scores reflecting Preparation and Participation. So far in Core this year, we have allotted time to work with our students to discuss, define, and develop the language for the HOL standards. An important part of Communication with students comes in familiarizing them with the standards, scales (1-2-3-4) and rubrics, as well as giving them exemplars to work with. Some of our work has also required students to self-assess themselves on practice work based on SBL scales. By doing this, we both make them comfortable with SBL terminology and take a share of ownership and responsibility for their own performance.
Communicating SBL performance represents a shift for students, parents, and teachers. Hopefully, we will reach a point where letter grades become just another symbol of student progress as a part of a bigger picture of communicating achievement and success.
A page from my student progress journal
My current Jump Rope grade book
A Jump Rope Report including HOL