It used to be simple to post grades. Add up the test scores and see what the student earned. Very defensible. Everyone understood.
It’s not that easy anymore, especially in technology. Here are all the factors I take into consideration when I’m posting grades:
- Does s/he remember skills from prior lessons as they complete current lessons?
- Does s/he show evidence of learning by using tech knowledge in classroom or home?
- Does s/he participate during class discussions?
- Does s/he complete class goals?
- Does s/he save to their network folder?
- Does s/he try to solve tech problems themselves before asking for teacher help?
- Does s/he use core classroom knowledge (i.e., writing conventions) in tech projects?
- Does s/he work well in groups?
- Does s/he use the internet safely (we focus on digital citizenship)?
- Does s/he [whichever Common Core Standard is being pursued by the use of technology. It may be ‘able to identify shapes’ in first grade or ‘able to use technology to add audio’ in fourth grade]
- Does s/he display creativity, critical thinking in the achievement of goals?
- Has student progressed at keyboarding skills?
- Anecdotal observation of their learning (this is subjective and enables me to grade students based on effort)
- Grades on tests, quizzes, projects
What do you use that I haven’t mentioned? I’m already thinking ahead to the next grading period.
Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today, and author of the tech thrillers, To Hunt a Sub and Twenty-four Days. You can find her resources at Structured Learning.
updated 4-18-16
