Writing 2 -- Grades, Percentages, and Scores!

Greetings!

In addition to my earlier comments about grades in general, I want to clarify how I have scored and graded my students this semester.  Firstly, I've divided the work done in the class into categories:  Assignments, Writing, Grammar, and Literature.  Each category is somewhat self-explanatory, except for perhaps the "Assignments" section.  This is where I put our Quick Writes, vocabulary work, and any other class participation scores.

For the past two years I've been using My GradeBook, an online grade book.  With this program, I can assign a category to each assignment, for example, Writing, Literature, Grammar, Assignments (in-class work.)  My GradeBook figures percentages for total scores and for scores within each of these categories. 

However, the four categories used for Writing 1 did not have the same number of assignments, so a straight averaging of the scores does not give an accurate total percentage/grade.  For example, the Assignments category had 16 scores, and 15 of them were small, 5-point Quick Writes.  Writing section had fewer assignments, but the scores were higher per assignment.

Though the categories are not exactly even, I feel that dividing the scores like this is helpful because it helps parent, students, and teacher have a better picture of the work done in the semester.  For example, if a student scores 100% on this Assignments section, I know that he showed up and participated well in class.  A low score in the Literature section is most likely a sign of a significant number of missing assignments.  Likewise, a low score in grammar could be because assignments were not handed in, or it could be a lack of knowledge in this area. As it is with all homework assignments for any subject area, the scores reflect a mix of quantity and quality. 

When you get the grades, you should see a small table like this:

Assignments		Grammar		Literature		Writing		Combined
Grade	%	Grade	%	Grade	%	Grade	%	Grade	%

I hope I haven't further confused the grading for this class.  Working with students to help them develop into first-rate thinkers and writers is my  primary goal.  Points, scores, percentages, and grades are only small parts in the learning process.

Blessings to all of you,
Tammy Prichard

Writing 2 -- Grades are Coming

Dear CHAT Writing 2 Students & Parents,

I've just finished calculating the grades for the Spring semester, and you will be finding them in your inbox by the end of the week.  As tutors, these are suggested grades for you as homeschooling families to consider.

For those who are new to my classes, let me share my thoughts on grades.  As I homeschooled, I didn't give my children grades.  I felt that grades were far too subjective.  I taught my own children for mastery.  We didn't proceed with a topic until they were ready no matter how long that took.  In a class setting, knowing where each student is with regards to his/her understanding of a topic is not possible, so any grade given is not a complete representation of what the student learned or accomplished this year.

Letter grades are a funny thing.  For some students, it becomes the only motivation for doing well.  For some, it becomes a measure of their worth as a person or as an academic learner.  I personally don't like these "side effects" of the grading system.  On the other hand, grades can be a valid reflection and reward for working hard, being diligent, and understanding the materials.

When teaching students to be good writers, I give a lot of consideration for growth and improvement. Each student has a starting place; over time I look for him or her to learn the mechanics of grammar, good writing techniques, and analytical thinking skills.

For this class, I gave points for attendance, participation, short assignments, literature assignments, grammar exercises, and longer essays. (I tend to be an "easy grader" and like to see my students encouraged to do their best.)  For these essay assignments, the final drafts were graded using a rubric that divided the papers into the following categories:  focus, content, organization, and mechanics.  The grades will be divided into the following categories:  Assignments (Quick Writes and in class activities), Literature, and Writing.  A student may have been strong in one area and not in another, and this will be reflected in these categories.  The categories are not evenly weighted; in other words, 100% in Assignments, which were almost all Quick Writes, does not have the same value as 100% in Grammar, which included lots of worksheets and new material to learn.

Each student (and parents) will receive an e-mail with percentages and suggested grades for this semester.  I’ve seen each student improve with each paper.  Good Work!

Blessings,

Tammy Prichard

Links:
Writing 2 -- Grades are coming!
Grades, Percentages, and Scores Clarification

Grades, Scores, and Percentages

Greetings!

In addition to my earlier comments about grades in general, I want to clarify how I have scored and graded my students this semester.  Firstly, I've divided the work done in the class into categories:  Assignments, Writing, Grammar, and Literature.  Each category is somewhat self-explanatory, except for perhaps the "Assignments" section.  This is where I put our Quick Writes, vocabulary work, and any other class participation scores.

For the past two years I've been using My GradeBook, an online grade book.  With this program, I can assign a category to each assignment, for example, Writing, Literature, Grammar, Assignments (in-class work.)  My GradeBook figures percentages for total scores and for scores within each of these categories. 

However, the four categories used for Writing 1 did not have the same number of assignments, so a straight averaging of the scores does not give an accurate total percentage/grade.  For example, the Assignments category had 16 scores, and 15 of them were small, 5-point Quick Writes.  Writing section had fewer assignments, but the scores were higher per assignment.

Though the categories are not exactly even, I feel that dividing the scores like this is helpful because it helps parent, students, and teacher have a better picture of the work done in the semester.  For example, if a student scores 100% on this Assignments section, I know that he showed up and participated well in class.  A low score in the Literature section is most likely a sign of a significant number of missing assignments.  Likewise, a low score in grammar could be because assignments were not handed in, or it could be a lack of knowledge in this area. As it is with all homework assignments for any subject area, the scores reflect a mix of quantity and quality. 

When you get the grades, you should see a small table like this:

Assignments		Grammar		Literature		Writing		Combined
Grade	%	Grade	%	Grade	%	Grade	%	Grade	%

I hope I haven't further confused the grading for this class.  Working with students to help them develop into first-rate thinkers and writers is my  primary goal.  Points, scores, percentages, and grades are only small parts in the learning process.

Blessings to all of you,
Tammy Prichard

Writing 2 -- Grades are Coming!

Dear CHAT Writing 2 Students & Parents,

I've just finished calculating the grades for the Spring semester, and you will be finding them in your inbox by the end of the week.  As tutors, these are suggested grades for you as homeschooling families to consider.

For those who are new to my classes, let me share my thoughts on grades.  As I homeschooled, I didn't give my children grades.  I felt that grades were far too subjective.  I taught my own children for mastery.  We didn't proceed with a topic until they were ready no matter how long that took.  In a class setting, knowing where each student is with regards to his/her understanding of a topic is not possible, so any grade given is not a complete representation of what the student learned or accomplished this year.

Letter grades are a funny thing.  For some students, it becomes the only motivation for doing well.  For some, it becomes a measure of their worth as a person or as an academic learner.  I personally don't like these "side effects" of the grading system.  On the other hand, grades can be a valid reflection and reward for working hard, being diligent, and understanding the materials.

When teaching students to be good writers, I give a lot of consideration for growth and improvement. Each student has a starting place; over time I look for him or her to learn the mechanics of grammar, good writing techniques, and analytical thinking skills.

For this class, I gave points for attendance, participation, short assignments, literature assignments, grammar exercises, and longer essays. (I tend to be an "easy grader" and like to see my students encouraged to do their best.)  For this essay assignments, the final drafts were graded using a rubric that divided the papers into the following categories:  focus, content, organization, and mechanics.  The grades will be divided into the following categories:  Assignments (Quick Writes and in class activities), Literature, and Writing.  A student may have been strong in one area and not in another, and this will be reflected in these categories.  The categories are not evenly weighted; in other words, 100% in Assignments, which were almost all Quick Writes, does not have the same value as 100% in Grammar, which included lots of worksheets and new material to learn.

Each student (and parents) will receive an e-mail with percentages and suggested grades for this semester.  I’ve seen each student improve with each paper.  Good Work!

Blessings,

Tammy Prichard

Links:
Writing 2 -- Grades are coming!
Grades, Percentages, and Scores Clarification

My GradeBook Information

Greetings Students and Parents!

Below are instructions for signing up for the online grade book that I will be using this year.  In past years, I've used Engrade, but that site is no longer available to individual teachers.  After lots of research and trials, I've settled on My Gradebook.  As we progress through the year, I'd appreciate any feedback.

First, a quick note about your use of this resource.  I'm using this online resource to help me compute grades and to divide the grades into categories.  Parents and students can use it to see scores and to check for missing assignments.  But a word of warning -- some weeks the homework scores will make it to my 3-ring binder but not immediately to My Gradebook.  I will send out mid-term reports and a "grades update" a few weeks before the end of the term.

Directions for Signing Up:

1.  Go to www.mygradebook.com

2.  In the username box, give the class code:  

          writing2spring17

3.  Your password is the student's first name and the first letter of the last name, all lower case.  For example,  Bobby Smith's password would be "bobbys."

4.  Click on "My Account," and on that page click on Create Primary Login.

5.  Set the Primary Login (username) and Primary Login Password that you want to use for this class.  (Note:  This username and password will be the same for the student's account, so parents and students should communicate the choices with one another.)

6.  If any of the e-mail information needs updating, click on "update email."

7.  When all information is updated, click on "save."

When you have finished these steps, you can go to the assignments page, the calendar page, etc. for the class.  I'm hoping this website will not be difficult for all of us to navigate.

Blessings,
Tammy Prichard

Writing 2 -- Spring Technology Reminder

Greetings!

CHAT classes started again this week, and I'm excited to start the spring semester of writing classes.  We're going to have a great semester!

Below are explanations of my online sources that I provide as a resource for families.  

Class Updates:  Weekly, following our class, I will send out an e-mail that explains what we covered in class and what the assignments are. Occasionally I will include links to interesting or pertinent sites that pertain to our class discussion.  Any handouts from the class will be attached to these e-mails.  Double check to make sure these e-mails are making it to your Inbox and not the Junk/Spam folder.

Writing 2 Blog:  The weekly updates and copies of most messages are also posted on this site.  If you need to see a number of the updates at once, this is an efficient way to do it. Copies of the handouts (with the exception of those that are pdfs) will be posted on this blog.  Also, photos, images, videos, and links to other websites will appear on this site.  If you're curious, you can peruse the blog for past posts in order to get a feeling for what to expect this year. (That's where you will find this post!)

Dropbox:  This is an online storage site, and I have folders with all of the documents that I use in a folder for this class.  If a student is missing a worksheet or a handout, he/she can find it there.  You should have gotten an invitation to join the folder for Writing 2.

My GradeBook:  This is the online grade book that I will be using this year.  It is new to me, but since it is similar to the one I had previously used, I don't anticipate any problems.  My paper grade book is up to date with every assignment, but it may take a week or so to get the grades onto this site.  That said, it should be a pretty accurate picture of what homework is missing and ongoing scores for the work.  

Long story short:

-- If a student isn't sure of an assignment, he/she can check

     -- the syllabus that was handed out

     -- the Class Update

     -- the blog

-- If a student is missing something that I handed out, he/she can find it 

     -- as an attachment to a Class Update

     -- on the blog

     -- in the Dropbox folder.

-- If you have questions about grades or missing homework, you can

     -- check My GradeBook

     -- send me a personal e-mail.

If you have any questions, let me know.  

I'm looking forward to teaching this great group of students!

Mrs. Prichard