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Sample Criteria for Grading a Student Who Receives Special Services

By L.G. Cohen|L.J. Spenciner
Pearson Allyn Bacon Prentice Hall

The following procedures could be jointly developed by the school, student, and parent when specifying grading options.

Tests

  • Administer test orally, with questions and answers.
  • Teacher, other student, or resource teacher reads regular test to student. (Please give resource teacher at least one day's notice.)
  • Administer regular test using open book, class notes, or both.
  • Modify modality of tests, written or oral, such as multiple choice instead of essay questions.
  • Redo test if not passed.
  • Lower criterion for passing.

In-Class Assignments

  • Give regular assignments with lower criteria for passing.
  • Shorten the regular assignment (e.g., half the questions).
  • Grade assignments as "complete" rather than with a letter grade.
  • Modify the set of questions students will answer.
  • Pair the student with another student for help.
  • Require the student to give oral answers to teacher.
  • Redo assignments if incorrect.
  • Give credit for appropriate behaviors not normally graded, such as taking notes.

Homework

  • Same options as "In-Class Assignments."

Class Participation, Behavior, and Effort

  • Same expectations as for other class members, but student may need extra encouragement and frequent feedback from teacher.
  • Focus on a specific study skill or behavior deficit by giving a Pass/No Pass each day for that behavior. (Examples: coming prepared to class to class with correct materials or volunteering answers during class discussions.)

Other Considerations

  • Give extra credit for projects that student or teacher suggests.
  • Have student aide tape reading assignments or read aloud to student.
  • Set expectations for attendance.

Source: "ASCD Yearbook 1996 Communicating Student Learning." Edited by Thomas R. Guskey, 1996, Alexandria, VA: Association for Supervision and Curriculum Development, Figure 5.1, pp. 52, and Figure 9.2, pp. 94.

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