Study Series Session 10: But, How Do I Grade Literacy? Meaningful Methods for Assessment in Reading and Writing
Meaningful Methods for Formative and Summative Assessment in Reading and Writing
Elizabeth Lacy-Schoenberger, a Fellow of TheEdCollab, and Josh Flores, an expert in educational leadership, bring their wide ranging experiences in assessment—covering classroom, school, district, state, and university decision-making—to this important day. A common question is: “How do I turn all of this literacy work into a grade?” Authentic literacy instruction has so many organic moments and is focused so heavily on student growth that placing a summative grade on a report card can feel non-specific, or even, dare say, uncaring. Elizabeth and Josh will draw on research and school/district/state best-practices to help you explore both your formative and summative assessment practices to decide upon the best ways to assess literacy areas. You will consider what grades communicate to students and families, which methods tell a more complete picture, and allow you (and your team) greater confidence in the decisions you make. This may be a sessions to bring your colleagues and school leaders together, to help you consider shifts in your grading policies and formative assessment practices that can best support students’ development.
Standards-aligned: CCSS W1-10, R1-10; Danielson: 1, 2a-b, 3, 4a, d-e; ISTE 1; Teaching Tolerance: Identity, Diversity
Each session is linked to professional and learning standards. As every district is different, crosswalk these between your own standards for alignment or contact us with questions.