Bradley's Curriculum, Instruction, and Assessment course

Grading students with IEP’s can be incredibly difficult. A student with an IEP can make progress in both their goals for mastery and their IEP goals. However, grading these students can lead to tensions within the class. An example of this would be during my high school career, a student with disabilities ranked in the top ten percent. The blow back from the community, students, and parents was almost immediate. The most common answer to grading students with IEP’s is to set a max grade (70 or 2.5) that they can attain. The book however, describes identifying reasonable and unreasonable areas of mastery and adjusting to make mastery possible,             The 4.0 or the 0-100 scale. These two types of grading scales are the most prevalent in education. The 0-100 scale is the most common and traditional method of grading. The 4.0 scale is the grading scale looking to replace the 0-100 scale. The 4.0 scale works so that everything...

The meaning of a specific grade can vary from teacher to teacher. An A for one teacher could be considered a C for another. A major contributor to the drastic variations is the level of each student. From my field placement, I taught 4 CP classes, 1 CPI class, and 1 Applied class. Each class has the same objective of learning about the five themes of geography and eight components of culture, but the expectations for each class are different. The Applied class is assessed on discussions and group work because their writing and reading skills are considerably below grade level. In my classroom, the objectives for each class are the same, but the way we learn about those objectives are different. Academic success is dependent on the quality of work a student produces. Participation & effort are dependent on the student. Though integrating the two seems reasonable, doing so significantly hurts the student. Students who earn high marks in participation can salvage their...