In reading "Seeing how good we can get it" by Kelly Chandler and Amy Muentener, there is talk about the idea of conferencing with students about grades.
They meet with students for a self-evaluation conference and go over four categories: reading, writing, use of time and participation (which they had discussed as a class a number of times). The teacher and the student came to the conference prepared with a grade and explanation for each of the categories. They apparently only disagreed significantly with a student three times. Cool.
I thought I might be able to do that one-on-one after an oral exam... but I have been grading them on a rubric for that... does it make a difference that I'm grading them?
Can that still work in the context of them giving themselves their grades?
Do normal, day-to-day grades (tests/quizzes/exams) fit into the scheme or does it necessitate that those are gone as well?
Or does it just matter that it can be a step in the "right direction"?
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Just thinking: more thoughtful reflection on what helps them progress throughout the semester would inform these conferences even more... and perhaps give them a better sense of their skills and progress ability.
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