It’s not that way anymore. Now we’re looking for understanding, transfer of knowledge, scaffolding for future learning, habits of mind, depth of knowledge, and a general preparedness for college and/or career. Here are factors I consider when I’m determining grades:
- Does s/he remember skills from prior lessons as they complete current lessons?
- Does s/he show evidence of learning by using tech class knowledge in classroom or home?
- Does s/he participate in class discussions?
- Does s/he complete daily goals (a project, visit a website, watch a tutorial, etc.)?
- Does s/he save to their digital portfolio?
- Does s/he try to solve tech problems themselves before asking for 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?
- 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 and critical thinking in the achievement of goals?
- Has s/he progressed in keyboarding skills?
- Anecdotal observation of student learning (this is subjective and enables me to grade students based on effort)
- Grades on tests, quizzes, projects
I’m tempted to put everything in a spreadsheet, award a value, calculate a total and find an average. Then–Magic! I have a grade! It’s risk-averse, explainable to parents and Admin, a comfort zone of checklists and right-and-wrong answers. But, I know I can’t do that. In an inquiry-based classroom, too much is subjective analysis, a personal evaluation of the student’s uniqueness. I can’t–and don’t want to–get away from that.
What do you use that I haven’t mentioned?
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.