In every language class that I ever took, grades were broken down by assignment type: quizzes, tests, homework, classwork, participation, projects, etc. For this reason, I structured my gradebook similarly when teaching at Syracuse University and in my first year as a public school teacher. When I began meeting with Michele Whaley‘s First Fridays group here in Anchorage and learning about Standards Based Assessment, my gradebook underwent a radical shift. Thanks to Scott Benedict, and Betsy Paskvan who introduced me to his materials, my gradebook now looks like this:
Reading – 30% – How well do I understand written Spanish?
Listening – 30% – How well do I understand spoken Spanish?
Writing – 20% – How fluently and accurately can I write in Spanish?
Speaking – 15% – How fluently and accurately can I speak in Spanish?
Work Habits – 5% – How much effort do I put forth in class?
If you would like a more detailed explanation of why I made this shift and how it has positively affected my students, please see this post on Standards Based Assessment.