BADGE

It’s the plague of all modern-minded teachers: putting in a grade in the gradebook every week for every class. But I want my “grades” to be strictly standard based, meaning they show where the student is on the proficiency spectrum. This is very difficult when you have to enter some “fluff” grade every week! Not to mention, if you begin giving grades for work completed, then which work gets the grade? And what does it reflect?

For now, this is how I am taming the beast. Every week I enter a completion grade for a reading log (Mike Peto’s reading log, in case you are interested). This is somewhat standards based, in my humble opinion, because I believe that the amount a student reads in the target language is directly related to how much language they acquire within any given amount of time.  I was also trying to enter grades for “I can” stamp sheets (a la Creative Language Class), but that ended up being superfluous. The students know what goals they are achieving through the assessments.

Students receive the “meat” of their grade from intergrated performance assessments in each unit (approximately every 4 weeks) and their eportfolio curation grade (once a quarter). For the eportfolio, students keep all work and assessments in a file in my classroom. At the quarter we will begin uploading artifacts to their Google Sites ePortfolios. For more information, click on the picture below.

Screen shot 2014-09-20 at 1.22.08 PM

We will begin the uploading process sometime in October. I will let you know how it goes!

Buena suerte,

Profe C

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