8.+Tue.+Apr.+5+Green+Revolving



__**Agenda - April 5 - Revolving - GREEN**__
 * 1) Grading (Lisa)
 * 2) Differentiating Assessments and Homework (Small Group)

__**Detailed Agenda**__



=__**Assessment Examples A and B**__=
 * __**Example A**__: Do students have a choice on which essay or short answer question they will answer? This is a differentiated assessment question.


 * __**Example B**:__ On a math quiz, students do problems knowing when they have reached mastery. The advanced questions are not called "extra credit." Students understand that in this class, if you show mastery it is a "C"?? and then you have to show higher levels of learning to get the higher grades.

Summative vs. Formative Assessment? Which way would work better? Should partial credit be given?

need to get through problem #3. || #1 xxxxxxxx #2 xxxxxxxxxxxxx #3 xxxxxxxxxxxxx #4 xxxxxxxx || need to get through problem #2. || #1 xxxxxx #2 xxxxxx #3 xxxxxxx #4 xxxxxxx #5 xxxxxx ||
 * Complete as many problems in this row as you can. To achieve mastery, you
 * Complete as many problems in this row as you can. To achieve mastery you


 * __**Other ideas?**__

=__**Homework Examples I, II, III**__=


 * **__Example I__: After reading a chapter, students choose one of four methods to take "notes."**


 * **__Example II__: Instead of assigning all students the same 30 problems, can the problems be assigned based on the practice needed?**


 * **__Example III:__**
 * Consider the homework you are assigning. Does it meet the needs of all your students? Are all being challenged appropriately? Remember, if the assignment of homework is different for students then the classroom environment for differentiation has to be present. Students have to know that in your class they all are shooting for the same level of mastery, but some will get there at different times through different pathways.**


 * __**Other ideas?**__