I feel comfy with the mechanics of the day-to-day process of formative and summative assessment. I'm not worried about providing constructive feedback to students on assignments. I am, however, a bit stymied as to how to distill this information into a final grade for a report card. This is where I'm really calling upon you for ideas.
In elementary schools, each standard is reported separately. Secondary schools don't have this luxury---all of the standards are mashed into a single letter grade. This also brings up an issue of "translating" a grade from a rubric scale to a letter grade. I know that letters and numbers are just symbols, but my goal here is to use them to communicate something meaningful. Like it or not, parents and students may very well have different ideas about what A, B, C, etc. mean as compared to mine. Here are some brainstormed ideas I've had. Keep in mind that I'm not saying that they're good. :)
- Determine a percentage which indicates the consistency of meeting the standards. For example, if a student is meeting all assessed standards 75-85% of the time, s/he would be assigned a "B" on the report card.
- Use power standards as a guideline for the A, B, C scale. Let's say that there are 3 targeted standards in a given quarter. In order to earn an A, a student would have to show mastery of all three.
- Directly equate a rubric scale of 0 - 4 with F - A. Or, should a score of 0 - 2 (not meeting standard) always equate to an F?
Update: If you're so inclined, come over to this later post and see the gradebook I developed to accompany my new policy.