Fair Isn't Always Equal

233 Pages·2006·2.66 MB·English

by  Rick Wormeli

Fair
Isn’t Always
Equal
Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom by Rick Wormeli.
Copyright © 2006. Stenhouse Publishers. All rights reserved. No reproduction without written permission from publisher.
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Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom by Rick Wormeli.
Copyright © 2006. Stenhouse Publishers. All rights reserved. No reproduction without written permission from publisher.
Fair
Isn’t Always
Equal
Assessing & Grading in the
Differentiated Classroom
Rick Wormeli
Stenhouse Publishers
Portland, Maine
National Middle School Association
Westerville, Ohio
Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom by Rick Wormeli.
Copyright © 2006. Stenhouse Publishers. All rights reserved. No reproduction without written permission from publisher.
Stenhouse Publishers National Middle School Association
www.stenhouse.com www.nmsa.org
Copyright © 2006 by Rick Wormeli
All rights reserved. No part of this publication may be reproduced or trans-
mitted in any form or by any means, electronic or mechanical, including pho-
tocopy, or any information storage and retrieval system, without permission
from the publisher.
Every effort has been made to contact copyright holders and students for per-
mission to reproduce borrowed material. We regret any oversights that may
have occurred and will be pleased to rectify them in subsequent reprints of
the work.
Credits
Page 19, Figure 3.1: From cartoonist W. E. Hill, 1915, as adapted from an
1888 postcard advertising the Anchor Buggy Company.
Library of Congress Cataloging-in-Publication Data
Wormeli, Rick.
Fair isn’t always equal : assessing and grading in the differentiated class-
room / Rick Wormeli.
p. cm.
Includes bibliographical references and index.
ISBN 1-57110-424-0
1. Grading and marking (Students)—United States. 2. Educational tests
and measurements—United States. 3. Students—Rating of—United States. I.
Title.
LB3060.37.W67 2006
371.26’4—dc22 2005057975
Cover and interior design by Martha Drury
Cover and interior photographs by the author
Manufactured in the United States of America on acid-free paper
11 10 09 08 07 06 9 8 7 6 5 4 3 2 1
Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom by Rick Wormeli.
Copyright © 2006. Stenhouse Publishers. All rights reserved. No reproduction without written permission from publisher.
For my parents, Paul and Nancy Wormeli,
who teach me every day to:
change what is unjust,
serve others to find purpose,
and be brave just five minutes longer.
Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom by Rick Wormeli.
Copyright © 2006. Stenhouse Publishers. All rights reserved. No reproduction without written permission from publisher.
Grading is one of the most bizarre aspects of teaching. No two teachers
grade alike, and everyone thinks their way is best. I’ve been doing this
for thirty-seven years, and I’m still not happy with the way I grade. Does
a grade truly reflect what a student has learned, or how hard they tried,
or what they’re capable of doing?
—Charlie Lindgren, Secondary Teacher
Checking is diagnostic, teacher is an advocate. Grading is evaluative,
teacher is a judge.
—Dr. Thomas R. Guskey, University of Kentucky
Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom by Rick Wormeli.
Copyright © 2006. Stenhouse Publishers. All rights reserved. No reproduction without written permission from publisher.
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Contents
Preface
Acknowledgments
Section I Differentiation and Mastery 1
Chapter 1 The Differentiated Instruction Mind-set:
Rationale and Definition 1
Chapter 2 Mastery 10
Definitions■Acceptable Evidence of Mastery ■Determining
What’s Important to Master
Section II Assessment 19
Chapter 3 Principles of Successful Assessment in the
Differentiated Classroom 19
Introduction ■Begin with the End in Mind ■EEK a.k.a.
KUD■Determining Students’ Readiness ■Designing the
Assessments■The Wisdom of Formative Assessment ■Take
Action as a Result of What We Learn ■Varied and “Over
Time” Assessment ■Authentic Assessment ■Be
Substantive—Avoid “Fluff” ■Assessment-Guided,
Differentiated Lesson Planning Sequence ■Summary and
Further Thinking
Chapter 4 Three Important Types of Assessment 43 ■
Portfolios ■Rubrics■Student Self-Assessment vii ■
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Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom by Rick Wormeli.
Copyright © 2006. Stenhouse Publishers. All rights reserved. No reproduction without written permission from publisher.
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Chapter 5 Tiering Assessments 55
Walk-Through Example ■Definition and Pearls of Wisdom
■Increasing Complexity and Challenge ■Sample Tierings of
Tasks ■Tomlinson’s Equalizer ■Learning Contracts ■
Learning Menus ■Tic-Tac-Toe Boards ■Cubing■
Summarization Pyramid ■Frank Williams’ Taxonomy of
Creativity ■RAFT(S)■Change the Verb ■One-Word
Summaries■Great Questions to Discuss with Colleagues ■
Closing Thoughts
Chapter 6 Creating Good Test Questions 74
Use a Variety of Questions/Prompts ■Make It Efficient for
Students■Double Recording of Test Responses ■Avoid
Confusing Negatives ■Make Prompts Clear ■ Keep It Short
■ Be Careful of Timed Tests ■Include Common Errors as
Candidates for Responses ■Put Some Fun into Test
Questions■Make Sure Questions Assess What You Want to
Assess■Make Questions Authentic to the Instruction ■
Format Tests for Efficient Grading ■Use Smaller Tests Over
Time ■Include Two Special Questions ■Tier Questions as
Warranted ■Closing Thoughts
Section III Grading 89
Chapter 7 The Relative Nature of Grades and Their Definitions 89
Defining Grades
Chapter 8 Why Do We Grade, and What About Effort,
Attendance, and Behavior? 101
Grading Participation ■Grading Effort and Behavior
Chapter 9 Ten Approaches to Avoid When Differentiating
Assessment and Grading 113
Chapter 10 Conditions for Redoing Work for Full Credit 131
Chapter 11 Six Burning Grading Issues 137
Record a Zero or a Sixty? ■Grading Gifted Students ■
Weighting Grades ■Automaticity Versus Concept
Attainment■Grading Late Work ■Grading Special Needs
Students in Inclusive Classes
Chapter 12 Grading Scales 152
Summary and Further Thinking
Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom by Rick Wormeli.
Copyright © 2006. Stenhouse Publishers. All rights reserved. No reproduction without written permission from publisher.
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Contents ix ■
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Chapter 13 Gradebook Formats for the Differentiated
Classroom 161
Grouping Assignments by Standard, Objective, or
Benchmark■Grouping Assignments by Weight or Category
■Listing Assignments by Date ■Topics-Based Gradebooks
Chapter 14 Responsive Report Card Formats 172
Adjusted (Modified) Curriculum ■The Dual Approach:
Grading Both Personal Progress and Achievement Against
Standards ■Multiple Categories Within One Subject ■
Continuous Progress Report
Section IV Implementation and the Big Picture 181
Chapter 15 Thirty-Six Tips to Support Colleagues as They Move
Toward Successful Practices for Differentiated
Classrooms 181
Tips for Talking with Colleagues ■One More Idea
Chapter 16 Putting It All Together: How Do Differentiating
Teachers Assess and Grade Differently? 195
Glossary 199
Bibliography 201
Index 207
Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom by Rick Wormeli.
Copyright © 2006. Stenhouse Publishers. All rights reserved. No reproduction without written permission from publisher.