Across 13 inspection letters from July to December — which are «narrative» rather
than graded judgments — autism was mentioned more than 30 times.
Not exact matches
Guskey and Jung conclude that
grades are more likely to be fair and «meaningful communication» when teachers examine the evidence of student learning and use their
judgment to decide what
grade best summarizes that evidence
than when teachers use computerized gradebooks for all situations.
When they observe happy children with complex needs who appear to behave and look well treated, do inspectors whack out generous «outstanding»
judgments as a way of rewarding the school for relieving society of its guilt about what to do with disabled children, rather
than basing the
grading on whether students are being fully extended to learn?
Feedback that helps students clearly understand areas of proficiency and areas that need additional attention is generally more useful
than grading because students are still practicing and refining competencies, and premature
grading or
judgment creates an environment that feels unsafe for students to engage in learning.
Specific to the primary purpose of formative assessment is the opportunity for teachers to provide descriptive feedback to students.Rather
than providing students with a
judgment that identifies an overall
grade, score, or level (i.e. summative assessment), teachers focus on providing specific, descriptive information to students on how to keep learning and growing toward proficiency.
Consequently, «a negative
judgment was more devastating
than ordinarily, for presumably it was based on an assessment of the whole person rather
than on some narrow aspect of performance like
grade average.
Mr. Hebron next addresses his concerns through the UCAB (University Council Appeals Board) process — alleging his
grades have been affected by matters «other
than substantive academic
judgment».