Hi, I'm Erin, and I teach English. This portfolio chronicles my educational accomplishments. You can e-mail me at ekkross@gmail.com.

Assessment/Grading/Homework Philosophy

My assessment philosophy for the course gives students the chance to succeed in class, even if they make a mistake on an assignment. It also caters to many different strengths, using presentations, essays, tests, and in class assignments. The purpose of creating a grading policy is to make sure that students are assessed at multiple points during the year and that the assessments are consistent with what has been taught during the year. Additionally, it is important for a teacher to have a grading policy set down in the beginning of the year so that students and parents will know what to expect, and the plan will help the teacher with defensibility if issues regarding a students' grades come up. This can also help the teacher with planning.

Hopefully, this grading policy will help students stay motivated throughout the entire year because they will be assessed through projects, tests, essays, and in class assignments all 8-9 months. In an ideal situation, the grading would also help students' self-esteem because it would be setting them up for frequent success.

I have split the grading into three sections, including Literature, Literature Assessments, and Language Arts/Grammar.

I would use many in class assignments, like worksheets or discussion questions as part of my assessment. I would have reading quizzes part way through each book, vocabulary/spelling tests, end of book tests, a final exam, a midterm project, a final portfolio in which students would reflect on and revise their work from the year, presentation (book reports and grammar presentations) during which students would prepare verbal presentations, and there would be journals to help students keep track of important information from each book read in class. I would also grade on participation and attitude. Students who actively participate either as active listeners or verbal contributors would have the opportunity to earn points for their roles in discussion and by responding to directions and questions. Attitude will be assessed as an overall positive class attitude. Within all of these types of assessment, there will be opportunities for learning about group work (some in class assignments), oral presentation skills (book and grammar reports), writing skills (essays, journals, essay portions of tests, portfolio, possible midterm project), study and note taking skills (the journals), test taking and studying skills (tests, final exam, quizzes), spelling, grammar, and vocabulary skills (grammar in class assignments, vocabulary and spelling tests, grammar reports), revision and reflection skills (final portfolio).

In terms of how I would summarize across performances to assign a final course grade, in typical situations, I would have a point simply equal one point. This ends up weighting certain assignments more heavily than others. Ultimately, however, if I have a student who does well on their assignments, but has had a hard time attending for some reason, like a death in the family or personal illness of some sort, I would take that into account when grading. If they were not able to meet certain deadlines, or missed some assessments because of their personal issue, I would spend time to help them catch up as much as possible. I would probably drop some assignments they could not complete in order to make their final grade more accurately representative of the work they could feasibly do. The grading policy I have come up with also makes it difficult for one assignment to completely make or break a student's grade. Therefore, students who are doing poorly cannot suddenly get an "A" after one assignment, and a student who is excelling cannot suddenly drop to a "D" after one assignment.

Below is a sample gradebook for a 7th grade Literature and Language Arts classroom. This example shows the general breakdown of grades I discussed above.

Literature

Name Participation & Attitude (6%) Journals (10%) 1 Book Reports (7%) 2 In Class Assignments (8%) Essays (69%) 3 Total (100%)
1, 2, 3, 4, 5 1 1, 2, 3, 4, 5, 6, 7, 8
Points Possible 30 12 points each 20 points each 50 50 points each 580
  1. 5 journals at 12 points each
  2. 2 reports at 20 points each
  3. 8 essays at 50 points each

Literature Assessments

Name Reading Quizzes (14%) 1 End of Book Tests (40%) 2 Final Exam (16%) Midterm Project (14%) Final Portfolio (16%) Total (100%)
1, 2, 3, 4, 5 1, 2, 3, 4, 5
Points Possible 10 points each 30 points each 60 50 60 370
  1. 5 quizzes at 10 points each
  2. 5 tests at 30 points each

Language Arts and Grammar

Name In-Class Assign. (8%) Vocab/Spelling Tests (86%) 1 Grammar Report (6%) Total (100%)
1–30
Points Possible 30 10 points each 20 350
  1. 30 tests at 10 points each
Total for the Course: 1300 points
Educational Philosophy
Discipline Philosophy