| Author |
Message |
Anonymous
| | Posted on Thursday, March 11, 2004 - 3:55 pm: |       |
My principal informed me that a teacher had brought it to her attention that the PE dept. was not unified in their grading procedures. This particular teacher has a split class, some of her students go to one PE teacher, the rest go to another PE teacher. The teacher was unhappy that half of her class received E's and the other half received S's. I was told I did not follow the school tradition of giving each student an E to start out the year. I refused to change my grades. My grades were based on student effort, participation and skill. At this day and age why are we still having to deal with people who refuse to accept Physical Education as a respectable and legitimate course?
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Anonymous
| | Posted on Tuesday, February 01, 2005 - 5:15 am: | |
To me, it sounds like you need to get together with your depratment and get on the same page for your grading requirements. If you develope a basic daily rubric that encompasses your participation, effort and skill, you can easily apply these and give your department that unification your school is looking for. |
mikespe
Unregistered guest
| | Posted on Thursday, February 03, 2005 - 7:24 am: | |
If your grades are truly justified than you need to stick firmly to your beliefs. For every student to have a perfect grade in anything is ridiculous! Why don't you ask this teacher and principal this question: Do all of your students receive "E" in math? Reading? Writing? When they say "no" you can respond "Then don't tell me how to grade!" The reason PE isn't respected is that too many teachers let things like this "slide" or are too intimidated to challenge the beliefs of others.
Michael Rogala
Rochester City School District
www.mikespe.com |
Scott Tomassetti (Scottt40)
Junior Member
Username: Scottt40
Post Number: 5
Registered: 2-2005
| | Posted on Wednesday, February 09, 2005 - 4:57 pm: | |
Grading! If you have rubrics based on National Standards, are using student directed assessments/self/peer assessments with teacher guidance, then the grades are not given but rather leading the student toward understanding their own progress toward meeting their own needs. If the student is part of the process, then there can be no teacher/parent/administrator conflict. The student beoomes aware of their needs, contributes toward their own growth through the establishment of goals/growth plans, and knows best how to achieve them. It may take more time, and some sacrifice of authority, but well worth the effort. |
betsyh
Unregistered guest
| | Posted on Monday, February 14, 2005 - 5:07 pm: | |
A parent is questioning the grading system of our 4th and 5th grade students. The Encore Subjects(PE,Music,Art) give A,B,C,D as do the classroom teachers. What grades do others give? |
Michael Young (Alcindor)
Junior Member
Username: Alcindor
Post Number: 3
Registered: 2-2005
| | Posted on Tuesday, March 15, 2005 - 3:34 pm: | |
I'm at a delima with grading. I'm in my first year and I had the students do a jump rope work sheet I made from the Ready To Use Activities book. They had to do 10 out of 12 tricks 10 times in a row to get a 100% in the Red Club section. For 4th graders it was 9 of the 12 tricks ten times in a row and for the 3rd graders it was 8 of the 12 tricks for ten times in a row. If they attempted all the tricks, they could go to the White Club worksheet and anything there they could use as extra credit if a trick was done 10 times in a row.
I have several 100%s but several that did poorly. I explained how it was to be done several times with a partner witnessing and signing the trick they observed.
My problem is that I'm grading on outcome and not necessarily on performance. I didn't grade how baskets they made in shooting, I didn't grade on if the volleyball went over the net on their passing. Any suggestions? |
Scott Tomassetti (Scottt40)
Junior Member
Username: Scottt40
Post Number: 17
Registered: 2-2005
| | Posted on Tuesday, March 15, 2005 - 6:59 pm: | |
You must be very careful when comparing to standards, only. Where did each student start on the scale, and how much did each student increase their personal bests over the same period of time. Is this not also achievement? Instead of making the learned number of skills the goal, how about a routine with those skills that is performed either by ones self, with a partner, or even as a group with a said number of skills to be performed. Would this not also be achievement. Even those that can only jump with minimal skill can achieve this goal.
Even better, what about judging students on whether they achieved healthy levels of physical activity during this time based on duration and heart rate. Teaching students about how jump rope helps build aerobic fitness, and is a healthy choice activity that they can do for a lifetime to become well people.
Just one man's opinion. |
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