I’ve been thinking about what makes-up a typical report card mark for an English class:
- Something like equal parts projects and (in-class) essays;
- A bit of homework;
- And maybe an optional dash of participation.
Would this alternative work? What if a term mark was based on the following focus areas instead?
- Writing (or writing process?)
- Reading comprehension
- Analysis/critical thinking
- Oral communication
Assignments and products could be classified into one or maybe two of those areas. (So a ‘reader response journal’ could count towards Writing as well as Analysis.)
Participation would be a given (expected either in class, and/or maybe through an online forum).
Since I’ll be heading back into a regular English classroom this year, I’ve been struggling with the fact that each student will need a letter grade and percentage on his/her report card each term.
It’d be traditional for me to have bins in BCeSIS for essays, projects, homework, participation, etc.
But I wonder if that sort of mark breakdown misleads students and parents into thinking English is just about the end-products?
I’d rather emphasize development of skills, and I’m frustrated by how reporting by letter grade can feel unfair, inaccurate and a bit contrived.
But I’m not sure what to do to work within this system, and I don’t know if the alternative bins that I’m mulling over would be right either.