Signing in to My GradeBook

Greetings Students and Parents!
Below are instructions for signing up for the online grade book that I will be using this year.  In past years, I've used Engrade, but that site is no longer available to individual teachers.  After lots of research and trials, I've settled on My Gradebook.  As we progress through the year, I'd appreciate any feedback.

First, a quick note about your use of this resource.  I'm using this online resource to help me compute grades and to divide the grades into categories.  Parents and students can use it to see scores and to check for missing assignments.  But a word of warning -- some weeks the homework scores will make it to my 3-ring binder but not immediately to My Gradebook.  I will send out mid-term reports and a "grades update" a few weeks before the end of the term.

Directions for Signing Up:1.  Go to www.mygradebook.com
2.  In the username box, give the class code, which you will find below.
3.  Your password is the student's first name and the first letter of the last name, all lower case.  For example.  Bobby Smith's password would be "bobbys."
4.  Click on "My Account," and on that page click on Create Primary Login.
5.  Set the Primary Login (username) and Primary Login Password that you want to use for this class.  (Note:  This username and password will be the same for the student's account, so communicate the choices with one another.)
6.  If any of the e-mail information needs updating, click on "update email."
7.  When all information is updated, click on "save."

When you have finished these steps, you can go to the assignments page, the calendar page, etc. for the class.  I'm hoping this website will not be difficult for all of us to navigate.

Blessings,
Tammy Prichard

Writing 3 -- Grades are Coming!

Greetings!

As I'm getting ready to send out grades for the Writing 3 - Research Writing class, I thought that I would first give a couple of comments about grades.  For those who have had classes from me in the past,  you may remember that 

1) I view writing as a process; every paper/assignment is a learning process intended to help you improve on the next assignment;

2) While I don't see grades as a pure or holistic evaluation of a student's academic progress, they do give a snapshot of someone's quantity and quality of work;

3) I intentionally make comments about what I felt a student did well along with advice/hints for improving the next paper he/she will write;

4) I am an easy grader.  

With that said, I will be sending out grades for the class soon.  The grade for this class will be in two parts:  the final score/grade for the research paper and a grade that includes class participation and submission of the intermediate assignments.  Late or missing drafts, etc. will be reflected in the "Class grade."

I have enjoyed this group of students.  Each one of them has worked hard; writing a research paper is a challenging task.  Keep writing and build on what you're learned as researchers and writers.  I guarantee that you will not only improve, but it gets easier!

Blessings,

Tammy Prichard

Thoughts on Grades

Greetings!

As I'm getting ready to send out grades for the Writing 3 - Research Writing class, I thought that I would first give a couple of comments about grades.  For those who have had classes from me in the past,  you may remember that 

1) I view writing as a process; every paper/assignment is a learning process intended to help you improve on the next assignment;

2) While I don't see grades as a pure or holistic evaluation of a student's academic progress, they do give a snapshot of someone's quantity and quality of work;

3) I intentionally make comments about what I felt a student did well along advice/hints for improving the next paper he/she will write;

4) I am an easy grader.  

With that said, I will be sending out grades for the class soon.  The grade for this class will be in two parts:  the final score/grade for the research paper and a grade that includes class participation and submission of the intermediate assignments.  Late or missing drafts, etc. will be reflected in the "Class grade."

I have enjoyed this group of students.  Each one of them has worked hard; writing a research paper is a challenging task.  Keep writing and build on what you're learned as researchers and writers.  I guarantee that you will not only improve, but it gets easier!

Blessings,

Tammy Prichard

Notes on Final Draft Template

Notes for _____________________________________

Class Scores:

Scoring for the class was divided into the following sections:

                60% -- Final paper & presentation  (200 pt)

20% -- Intermediate assignments (60 pt)

                                20 pt. each rough draft; 10 pt. outline, 10 pt. peer edit

                10% -- Class participation 

                10% -- Grammar

_________ Scores for this class

                Final Paper & Presentation –

                Class Participation –

                Intermediate assignments –

                Grammar –

                Final Class Score & Grade –

Notes on Final Paper Template

Notes on Final Draft & Grades

Notes for

Class Scores:

Scoring for the class was divided into the following sections:

                70% -- Final paper & presentation  (200 pt)

                10% -- Class participation  (25 pt.)

                20% -- Intermediate assignments (60 pt)

                                20 pt. each rough draft; 10 pt. outline, 10 pt. peer edit

_________ Scores for this class

                Final Paper & Presentation –

                Class Participation –

                Intermediate assignments –

                Final Class Score & Grade –

Research Paper Rubric

Research Paper Rubric

Criterion	Points	Insufficient	Limited	Adequate	Proficient	Exceptional
Format	10	Elements missing; incorrect margins, font, spacing, bibliography, endnotes.  (0 – 2 pt)	Some elements missing; flaws that detract from flow of paper (3 – 4 pt)	All elements present with occasional mistakes (5 – 6 pt)	All elements well-presented and flows smoothly (7 – 8 pt)	All elements thoroughly presented, extremely well-organized, no flaws (9 – 10 pt)
Student Scores
Mechanics	50	Frequent errors, seriously impairs flow & meaning of paper (0 – 9 pt)	Regular errors; flow/meaning of paper breaks down (10 – 19 pt)	Errors noticeable, and occasionally detract from flow or meaning of paper (20 – 29  pt)	Some errors, which are minor in nature and don’t detract from overall meaning of paper (30 – 39 pt)	Essentially faultless; errors may result from risk-taking and do not detract from meaning of paper.  (40 – 50 pt)
Student Scores
Organization	50	Elements missing; minimal organization and lack of flow; understanding seriously impaired (0 – 9 pt)	Regular breaks in organization impede flow and meaning (10 – 19 pt)	Occasional disorganization within paragraphs, but paragraph organization well presented. (20 – 29  pt)	Well organized and flows smoothly; no distractions in organization; (30 – 39 pt)	All sentences and paragraphs flow well; smooth and logical flow; crisp and clear (40 – 50 pt)
Student Scores
Content	50	Little to no examination of data; failure to present relevant information (0 – 9 pt)	Some examination of data; little evaluation of material; little understanding of relevant information (10 – 19 pt)	Adequate understanding and examination of data; some attempts to incorporate material into paper (20 – 29  pt)	Skillful examination shows strong degree of evaluation; strong understanding of various points of argument (30 – 39 pt)	Demonstrates thorough examination of data; shows ability to evaluate; reveals mature insight (40 – 50 pt)
Student Scores
Thesis/Position	15	Position incomplete; support ineffective; explanation minimal (0 – 3 pt)	Positions partially presented; weak information; lack of relevant details. (4 – 6 pt)	Position substantially presented; some imbalance in positions and missing or gaps in explanation.  (7 – 9 pt)	Position completely presented, relevant, accurate, clear and well-explained.   (10 – 12 pt)	All positions thoroughly presented; each point clearly explained; relevant and accurate support of positions (13 – 15 pt)
Student Scores
Presentation	25	Unprepared; unorganized; no eye contact; too casual (0 – 4 pt)	Shared minimal information; occasional eye contact (5 – 9  pt)	Good organization; shared relevant and interested information (10 – 14 pt)	Well-organized; material interests and engages audience; very good eye contact.  (15 – 19 pt)	Flawless presentation; covers key information; confident, engaging (20 – 25 pt)
Student Scores

Total Score – 200 possible points

Writing 3 Final Grades -- General Comments

Greetings!

With one exception, I have sent out the grades for the papers and the Writing 3 class.  As you can see from the page of notes, I divided the scoring into sections:  Final Paper, Presentation; Class Participation; and Intermediate Assignments.  The rubric attached to you earlier e-mail explains the scoring for the individual papers.  If you've had other classes from me, you'll know that I tend to be an easy grader and put a lot more emphasis on the process.  Percentages and grades are only one small indicator of a students academic progress.  Please contact me if you have any questions.

I'm so proud of the work that the students did for this class.  Even though it was after lunch, they stayed engaged with our grammar discussions, explanations about the process for the paper, and SAT writing exercises.  They all confessed to doing a bit of procrastinating; nevertheless, it is obvious that they worked hard and were diligent students.

I must say that I'm sad that this class has come to an end. Weekly, I looked forward to this class and the opportunity to engage this group in thoughtful discussions. I've had a majority of these students in other classes, and it has been a pleasure to watch them grow to be skilled and talented writers.  I feel that as a students (and as a teacher) we've accomplished good things!

God's best to all of you -- keep up the good work!

Mrs. Prichard

PS.  I still have room in the British Lit class and would love to have any of these bright students join me!

Thoughts on Grading

Below is a letter I sent out to Writing 1 & 2 about grades.  Writing 3 has been a little different since we didn't have weekly assignments that were scored and graded.  I thought I'd share my thoughts with the class (and students) anyway.
---------------------------------------------------------

Dear Writing 1 & 2 Classes,

I've just finished calculating the grades for this first semester.  As tutors, these are suggested grades for you as homeschooling families to consider.

 

Before I send them, let me share my thoughts on grades.  As I homeschooled, I didn't give my children grades.  I felt that grades were far too subjective.  I taught my own children for mastery.  We didn't proceed with a topic until they were ready no matter how long that took. 

 

Letter grades are a funny thing.  For some students, it becomes the only motivation for doing well.  For some, it becomes a measure of their worth as a person or as an academic learner.  I personally don't like these "side effects" of the grading system.  On the other hand, grades can be a valid reward for working hard, being diligent, and understanding the materials.

 

When teaching students to be good writers, I give a lot of consideration for growth and improvement. Each student has a starting place; over time I look for him or her to learn the mechanics of grammar, good writing techniques, and analytical thinking skills.

 

For this class, I gave points for attendance, participation, short assignments and longer papers.  I also offered a few extra credit opportunities.  I tend to be an "easy grader" and like to see my students encouraged to do their best.

 

Each student (and parents) will get an e-mail with percentages and suggested grades for this semester. 

 

Blessings,

Tammy Prichard

 

PS.  I will be gone to England and without internet options from December 28 to January 9.  Feel free to contact me after that date if you have any questions about the scores.