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


Mini Exam 2 Assessment Project


Name Participation & Attitude (6%) Journals (5 journals at 12 points each, 10% total) Book Reports (2 reports at 20 points each, 7% total) In Class Assignments (8%) Essays (8 essays at 50 points each, 69% total) 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

Literature Assessments

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

Language Arts and Grammar

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

Part I: Grading Policy

For the set of criteria that I am using for grading during the entire year of my class, see the gradebook above. My criteria reflect the "Golden Rules of Grading" because 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.

Part II: Grading Components

For the components of my grading policy, see the gradebook above. I have split this 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). For the weight or point value of each assignment, see attached grade book page.

Part III: Grading Approach

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.

Part IV: Mini Exam 2 Self-Assessment

One of the main things I learned was exactly how hard it is to plan out and create a grading policy for the entire year. I learned how to make sure that the emphasis I wanted was put on the proper kinds of assessment, while still making sure that my students are held accountable and stay motivated throughout the entire year.

I think one of my strengths in this project is the fact that I strive to make sure that there is a balanced representation of different kinds of assessment and intelligences in my class. I do not like to put too much importance on standardized testing, but rather on more creative and, in my opinion, real-world applicable forms of assessment.

I did struggle with covering every aspect of my classroom assessment that I would like to. It is hard because in a middle school classroom, like the one I was planning for, I needed to cover literature as well as language arts. This is why I have three different sections of grading on my attached grade book page. It would also have been helpful if I had a classroom to base my grading on in order to test my grading policy for accuracy, consistency, and fairness. I also struggled with trying to decide how many novels would be possible for 7th graders to read in a year, as well as how many essays, tests, and vocabulary tests it would be possible for them to complete. One of the ways I handled this problem was to ask someone who currently teaches about what their grading policy is like. I also looked at the grading policies of other teachers for ideas about what to reasonably expect from 7th graders based on the policy's of my former school district.

This is definitely my best work. I spent a lot of time and effort on this assignment because I felt that it could be very useful later on when I am trying to come up with a grading policy for my own classroom. I made sure to write out my plan in a way that would be clear enough for others to understand, as well as for me to understand years from now. It was very important to me that I include participation in my grading policy. I feel that in an English class, this is essential to encourage and develop students' speaking and listening skills, specifically in a discussion setting. It was also essential that my grading policy include more than just formal test assessment. I wanted to make sure that I included a useful portfolio assignment as one of my primary assessments because it is intended as a reflection and revision-driven project for students.

For all of these reasons listed above, I think this assignment is my best work in this class so far.

Assessment Rationale