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Okay, here goes...

 

According to Making Standards Useful in the Classroom by Marzano, a “score 2″ will begin with a strand such as “The student exhibits no major errors or omissions regarding the simpler details and processes such as… However, the student exhibits major errors or omissions withscore 3 elements“. 

 

So, in the context of a standards-based grading system, what would be the appropriate way to handle a student who clearly understands the process of long division, but is making simple mistakes in addition?

 

I think this would be a case of understanding the score 3 elements, but missing the smaller details. How would this be scored?

 

My thinking so far:  Possibly, the since the student is displaying errors in simpler details, they have not demonstrated a score 2 proficiency and need to be recorded at the score 1 level... but I could also see arguments for score 2 and score 3.

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This may not be helpful with the question at hand, but in the big picture the student shouldn't be anywhere near a long-division problem if they have not mastered simple addition, especially in a true standards-based system.

Thanks Ryan.  That's a really good point.  I was thinking more about making simple mistakes because they are going to fast or don't really care about the work in front of them.  I suppose if they routinely are making simple mistakes, though, it would be time to take a step back and make sure the basics are mastered before moving on.

 

Thanks.

Could you also offer grades to the student throughout the division process so that they can better visualize where they are moving too fast? One problem may end up with two or three grades, witch each one written right next to each step in the process.

Another great idea, Ryan.  I don't actually teach math myself.  (I'm just preparing some things for some colleagues).  I'll pass this on.

 

Thank you!

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