Portfolio Entry: Dear Reader Introduction Letter Sherri Dennstedt2/25/13
Grading Practices”, include evidence of the growth I have made in not only
the distinction betweenformative and summative assessments, but how to use them in school-wide grading practices. There weresome discussions with other class mates about whether formative assessments should be graded. I believethat it is ultimately up to the teacher, but there must be a balanced approach. One way that formativeassessments could be graded is if a rubric is used, the scores can be converted to points or percentages.This is something I would do to grade student portfolios.
I have also included some examples of formative and summative assessments and a unit plan thatI used in my classroom last year (, or developed with my PLC team. After analyzing these assessments,there is evidence that they would need to be revised in order to reflect the criteria necessary for effectiveassessments. As a principal, I would spend a lot of time with PLC teams to fully train them in the use of data, unit development, to deconstruct standards to create student-friendly learning targets, how to alignassessments to learning targets, how to critique assessments for alignment, (see data analysis artifact andthe selected response and extended written response critique artifacts) and how to use student self-reflections and tracking sheets in a portfolio to document growth. I have included several examples of student reflections in my portfolio (Learning targets tracking sheet (one example and one template), and atest self-reflection and goal-setting sheet). In addition, teachers would encourage students to le
arn “Level2 formative assessment” strategies as shown by one of my artifacts.
Instructional coaches would also assist teachers by planning, observing, and debriefing usingstudent evidence to determine strategies that are being used effectively for assessment (formative andsummative), as well as how teachers are communicating, assessing and giving student feedback towardsthe learning targets. The PLC and school data teams would also triangulate data to determine areas of discrepancy to determine areas of strengths and needs. Using this data, the PLC team and school datateam can create SMART goals for the UIP plan (see SMART goal artifact), and for action research andsummative assessment data on student achievement.