Grade Book
9/16/11 |
9/17/11 |
9/25/11 |
9/26/11 |
9/30/11 |
10/1/11 |
10/4/11 |
10/5/11 |
Visual Source Analysis |
Participat. |
Participat. |
Remarque Analysis |
"Cinderella" and global conflicts analysis |
Participat. |
William II and Nicholas II-Code of Ethics |
You Be the Judge! |
H/W |
H/W |
H/W |
H/W |
H/W |
H/W |
H/W |
H/W |
30 |
100 |
100 |
30 |
30 |
100 |
20 |
45 |
27 |
93 |
95 |
27 |
30 |
95 |
18 |
41 |
29 |
95 |
95 |
23 |
29 |
95 |
20 |
41 |
23 |
90 |
90 |
21 |
30 |
93 |
19 |
43 |
30 |
87 |
90 |
23 |
29 |
93 |
10 |
43 |
29 |
95 |
96 |
30 |
30 |
95 |
18 |
45 |
26 |
96 |
96 |
27 |
29 |
96 |
18 |
45 |
29 |
96 |
96 |
23 |
29 |
96 |
18 |
45 |
28 |
90 |
90 |
20 |
29 |
93 |
16 |
43 |
30 |
96 |
96 |
30 |
30 |
96 |
22 |
45 |
30 |
95 |
96 |
29 |
28 |
95 |
20 |
43 |
29 |
90 |
90 |
27 |
29 |
93 |
17 |
45 |
29 |
90 |
90 |
24 |
28 |
90 |
20 |
45 |
29 |
86 |
90 |
29 |
30 |
90 |
20 |
40 |
10/28/11 |
10/28/11 |
10/30/11 |
11/2/11 |
11/6/11 |
11/8/11 |
11/11/11 |
The Little Prince Analysis |
Responsible Colonial Behavior |
Participat. |
Unit 2 Final Assessment |
Class Participat. |
Great Depession Interview |
Authoritarian vs. Totalitarian |
H/W |
H/W |
H/W |
Tests |
H/W |
H/W |
H/W |
100 |
30 |
100 |
50 |
100 |
100 |
50 |
96 |
29 |
96 |
50 |
96 |
100 |
40 |
96 |
27 |
96 |
50 |
96 |
105 |
50 |
88 |
27 |
96 |
50 |
96 |
90 |
50 |
80 |
21 |
96 |
50 |
96 |
100 |
30 |
96 |
25 |
96 |
50 |
96 |
100 |
50 |
96 |
27 |
96 |
43 |
96 |
100 |
50 |
96 |
26 |
96 |
50 |
96 |
100 |
40 |
88 |
25 |
90 |
50 |
96 |
100 |
50 |
96 |
30 |
96 |
50 |
96 |
100 |
50 |
90 |
29 |
96 |
50 |
96 |
100 |
50 |
86 |
21 |
85 |
50 |
86 |
90 |
48 |
88 |
30 |
86 |
50 |
86 |
100 |
40 |
96 |
30 |
88 |
50 |
96 |
80 |
50 |
11/18/11 |
11/20/11 |
11/21/11 |
11/28/11 |
11/18/11 |
11/20/11 |
11/21/11 |
The Velveteen Rabbit Analysis |
Class Participat. |
The Fatal Attraction of Hitler: Questions |
Final Assessment |
The Velveteen Rabbit Analysis |
Class Participat. |
The Fatal Attraction of Hitler: Questions |
H/W |
H/W |
H/W |
Tests |
H/W |
H/W |
H/W |
30 |
100 |
100 |
100 |
30 |
100 |
100 |
26 |
96 |
96 |
94.2% |
26 |
96 |
96 |
29 |
96 |
96 |
95.5% |
29 |
96 |
96 |
26 |
90 |
96 |
91.5% |
26 |
90 |
96 |
24 |
90 |
96 |
88.2% |
24 |
90 |
96 |
26 |
90 |
100 |
95.5% |
26 |
90 |
100 |
22 |
96 |
96 |
94.5% |
22 |
96 |
96 |
26 |
96 |
96 |
93.5% |
26 |
96 |
96 |
28 |
90 |
90 |
91.6% |
28 |
90 |
90 |
30 |
96 |
96 |
97.2% |
30 |
96 |
96 |
27 |
96 |
100 |
95.5% |
27 |
96 |
100 |
29 |
96 |
96 |
90.1% |
29 |
96 |
96 |
Exc |
90 |
Exc |
90.8% |
Exc |
90 |
Exc |
30 |
96 |
100 |
91.9% |
30 |
96 |
100 |
Reflection
I evaluated students on their participation in class discussions every week, and the class participation pattern illustrates that the students were comfortable with and did well in this area of assessment. Unlike the other, quieter, section, students' participation grades did not go below a B in this group.
Another area of assessment reflected in the grade book is homework. Students' homework effort was consistent, and I think their grades demonstrated that they took the assignments seriously, knew what the expectations were, and met or exceeded these expectations. Whenever I saw a pattern of misunderstanding in a certain part of the assignment, I addressed it in class, and their subsequent performance usually improved.
The final area of assessment illustrated in the grade book is students' test performance. There were only two tests, and I have mixed feelings about the grades reflected in this category. On the one hand, I firmly believe the final assessment was an effective way to test student knowledge, and the rubric I used for it was an accurate way to evaluate students' skills. On the other hand, students' grades for Unit 2 Final Assessment, which was an oral examination, do not appear to reflect their content mastery; instead, they are an accurate evaluation of how skilled the students were in speaking about history. Whereas it was important to show to the students that they could speak intelligently about history, I feel like a big component was missing from this test grade, which should have made the assessment better rounded and more accurate overall. Upon some suggestions from my colleagues, I plan to supplement the oral assessment with a written component in the future.
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