It's that time of year; the end of the first quarter. With that comes a whole bunch of paperwork for teachers. I know for me, this is not why I became a teacher, but, it is part of the trade. I have read a couple posts lately that have focused on the topic of grading students with disabilities. I am always looking for valid, authentic ways to measure my students' performance. I am constantly thinking outside of the box with how to enter that information into the confines of the gradebook. I just haven't wrapped my head around a clear-cut system yet, and it's been 8 years since I started.
Karen, from EMPOWERED by Them, posted this about grading . . .
I like the idea of haing a rubric format for student performance, as Karen mentioned, it is so difficult to grade students with such varying abilities, yet also take into account your knowledge of their personal effort.
Hailey, from Autism Tank, posted this about the ABLLS Assessment . . .
I use the ABLLS Assessent for writing ETRs and have found it very useful when pinpointing areas of need. Could this help with grading students who are functioning at this level, making incremental steps within a skill?
Who has the answer?
How do you grade students who don't fit within the framework of gradebook?
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