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1.                  Reading Materials

 

Brown, H. D. 2010. Grading and student evaluation, pp. 318-340.

 

Cummins, J. 2001. Assessment and intervention with culturally and linguistically diverse learners, in Hurley & Villamil Tinajero, pp. 115- 129.

 

Flippo, R. F. 2014. Organizing for reading development and instruction, pp. 191-226.

 

*Gottlieb, M. 2006. Standardized testing and reporting, pp. 133-168.

 

Question Below

a.         Consider the observation by Gronlund (Brown, p. 321) to “Base grades on student achievement, and achievement only…’ Do you agree? How so? Write a short paragraph of what would you say to your supervisor if you were to explain your position. How would your position on grading fit what that stated by Grove, Power and Progosh also cited by Brown (p. 321). Of the four alternatives to letter grading (Brown, pp. 318-340), choose one (1) to evaluate in terms of its feasibility in an instructional context of your choice (i.e., when would you use it and why?).  In one sentence, what is your philosophy of grading?

 

Consider Brown’s chapter on the ‘Grading and student evaluation,’ what are three (3) major points made? Could you briefly comment as part of this entry on some of your own experiences or insights on this subject? How could you apply one of the points made in the article to your own practice?

 

b.         Do you agree that to be an effective educator you must be in the constant process of self-examination and transformation?  As you read and learn about assessment and grading, do you find yourself understanding the importance of taking culture into account? How would you address the issue of culture in your classroom? Explain your answer.

 

c.         Of all the research data reviewed by Jim Cummins in the assigned reading, which did you find most relevant in terms of ELL assessment? Explain. What sort of argument would you present in a situation where an ESL learner experiencing learning difficulties was labeled ‘disabled’ prior to administration of formal assessment instruments? How could you as a teacher shed light on such a situation? Will you be willing to serve as an ‘advocate’ for the student?  Now, after reading the assigned chapter by Cummins, how would you respond to the situation faced by ‘Ms. Sampson’ (p. 115)?