There are several ways to give students feedback on their progress in specific crticial parts of a standard:
1. Grade all applicable assignments on the state rubric for that standard. For example, grade all ELA writing with the state writing rubric. When you record the score in your grade program using the ELA score, you can see the students progress.
2. When you return the assignment, write this standards-based score and the previous score on it. Students can see if they are growing in the standard and remaining stagnant.
3. Have students keep a record of their assignments and their grades. Ask them to write down one thing they can do to improve in that standard. Some teachers have a daily reflection time for learning and this would be an excellent way for students to crystalize their thoughts for improvements. They submit these cumulative learning logs so that they can see which of their strategies were effective for a specific critical apsect of the standard.
4. Convert all grading to be standards based and use the subcategories under each standard to represent the critical aspects of a standard. Do not enter anything as a test but enter it under the appropriate critical aspect. Therefore, a persuasive essay based on a graph, would not be entered not as an ELA test but as part of Standard 1. You can use your grading program to print out the students’ standard based progress.
How else do you give formative assessment to students? How do you use technology to facilitate the process?
© Harry Grover Tuttle, 2007