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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.
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.
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.