Professional Development Plan: Grading
Professional Development Plan (PDP)
1. Objective/Goal:
a. Will improve how I grade students papers
b. Will improve the time it takes to grade students papers
c. Will improve organization while grading papers
d. Will improve on timely feedback with graded papers
2. Desired Results:
a. To not put emotion, into grading others work.
b. To not waste time going back and forward on a student’s grade trying to decide what they should or shouldn’t receive.
c. To not have different assignments in different places, but rather have a certain folder, basket, or container for assignments that needs to be graded.
d. To not wait 2-3 weeks to give students their work back and also to have grades entered into grade book so students will have an understanding of their grades every week.
3. Process:
a. Through professional development, and not letting small problems of students get to me. Also learn to treat every student equally regardless of prior situations.
b.Timing myself, or giving myself a certain amount of time to grade student’s work.
c.Creating a place to put, "needs grading", and "graded work" while grading assignments.
d.Set a time EVERY week to have all assignments for the prior week or current week graded. Although I cannot spend an entire day on grading, I can make every Thursday the day that all grades for the week HAVE to be entered into the grade book.
4. Timeline:
a.Every week how long it took me to grade, how long it took me to have ALL assignments finished, and how long it took before grades entered will be recorded. By the end of each 6 weeks I will chart my growth using ling graphs.
5. Measure:
a. Student grades
b.Times it took to grade
c.Student’s feedback on their assignments and what they received
I. Competency: (Level I)
a.3E and 3F,4C and 4D, 7B and 7G
II. Resource:
a.Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: ASCD.
b. O'Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Portland, OR: Educational Testing Service.
1. Objective/Goal:
a. Will improve how I grade students papers
b. Will improve the time it takes to grade students papers
c. Will improve organization while grading papers
d. Will improve on timely feedback with graded papers
2. Desired Results:
a. To not put emotion, into grading others work.
b. To not waste time going back and forward on a student’s grade trying to decide what they should or shouldn’t receive.
c. To not have different assignments in different places, but rather have a certain folder, basket, or container for assignments that needs to be graded.
d. To not wait 2-3 weeks to give students their work back and also to have grades entered into grade book so students will have an understanding of their grades every week.
3. Process:
a. Through professional development, and not letting small problems of students get to me. Also learn to treat every student equally regardless of prior situations.
b.Timing myself, or giving myself a certain amount of time to grade student’s work.
c.Creating a place to put, "needs grading", and "graded work" while grading assignments.
d.Set a time EVERY week to have all assignments for the prior week or current week graded. Although I cannot spend an entire day on grading, I can make every Thursday the day that all grades for the week HAVE to be entered into the grade book.
4. Timeline:
a.Every week how long it took me to grade, how long it took me to have ALL assignments finished, and how long it took before grades entered will be recorded. By the end of each 6 weeks I will chart my growth using ling graphs.
5. Measure:
a. Student grades
b.Times it took to grade
c.Student’s feedback on their assignments and what they received
I. Competency: (Level I)
a.3E and 3F,4C and 4D, 7B and 7G
II. Resource:
a.Marzano, R. J. (2000). Transforming classroom grading. Alexandria, VA: ASCD.
b. O'Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Portland, OR: Educational Testing Service.
Reflection
Improving my grading skills was a great idea because I really needed help improving how I judged students work, how I spend my time grading, how I organize students assignments, and most importantly how I give my students feedback. After A few weeks of trying my new strategy of being more organized, and giving students timely feedback grading became much less stressful.
At the beginning of this development plan I would find myself grading papers up until one, two or even three o’clock in the morning. I knew I needed to change that strategy because it was unhealthy for me to lose so much sleep. The first step I took in changing the way I graded papers was to become more organized. At the first week of this new strategy I made sure to organize all of the student’s assignments into folders. I had folders for each class period, along with a roster for each class period, just in case there were any papers with no names on them. This newly acquired organization skill helped me more than I could imagine, because it not only helped with grading assignments, but also with creating assignments, and having assignments for students who were absent on a certain day. The second strategy I wanted to try was giving myself a time limit on how long I would grade. Each day of the week I set a time limit to only grade for a one and half hours each evening. Starting at about six o’clock in the evening I would start grading student’s assignments. If I did not finish after one and half hours I would stop, and save the rest for the next day. I found this strategy to also be vital because it gave me hours of time back for sleep, and to prepare lessons for the next day. The third strategy I used was grading each student’s assignments on the same scale. At first I found myself grading student’s papers on the basis of how they have treated me. I realized that strategy was negative, and anti-productive. I knew I needed to change that strategy dramatically because it was not fair to them, or fair to me to be so judgmental. The last strategy I used to help with grading papers was using timely feedback on assignments. This strategy could not work without all the others happening first. I first needed to be organized, and then I needed to be fair, and then I needed proper time, and last I needed to be able to tell students what they did wrong, or what they did right.
This grading PDP was a well-rounded plan to help me professional, and the way I went about it was really good. The only thing I think I would change about this PDP would be the time I started with implanting this new strategy. I felt I started a little late on trying to improve myself, but after I got started I realized it was all vital in becoming a successful teacher.
Improving my grading skills was a great idea because I really needed help improving how I judged students work, how I spend my time grading, how I organize students assignments, and most importantly how I give my students feedback. After A few weeks of trying my new strategy of being more organized, and giving students timely feedback grading became much less stressful.
At the beginning of this development plan I would find myself grading papers up until one, two or even three o’clock in the morning. I knew I needed to change that strategy because it was unhealthy for me to lose so much sleep. The first step I took in changing the way I graded papers was to become more organized. At the first week of this new strategy I made sure to organize all of the student’s assignments into folders. I had folders for each class period, along with a roster for each class period, just in case there were any papers with no names on them. This newly acquired organization skill helped me more than I could imagine, because it not only helped with grading assignments, but also with creating assignments, and having assignments for students who were absent on a certain day. The second strategy I wanted to try was giving myself a time limit on how long I would grade. Each day of the week I set a time limit to only grade for a one and half hours each evening. Starting at about six o’clock in the evening I would start grading student’s assignments. If I did not finish after one and half hours I would stop, and save the rest for the next day. I found this strategy to also be vital because it gave me hours of time back for sleep, and to prepare lessons for the next day. The third strategy I used was grading each student’s assignments on the same scale. At first I found myself grading student’s papers on the basis of how they have treated me. I realized that strategy was negative, and anti-productive. I knew I needed to change that strategy dramatically because it was not fair to them, or fair to me to be so judgmental. The last strategy I used to help with grading papers was using timely feedback on assignments. This strategy could not work without all the others happening first. I first needed to be organized, and then I needed to be fair, and then I needed proper time, and last I needed to be able to tell students what they did wrong, or what they did right.
This grading PDP was a well-rounded plan to help me professional, and the way I went about it was really good. The only thing I think I would change about this PDP would be the time I started with implanting this new strategy. I felt I started a little late on trying to improve myself, but after I got started I realized it was all vital in becoming a successful teacher.