Alternative Grading Methods for Special Education Students

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Table of Contents

Introduction
Self-directed learning with rubrics
Individualized education plan (IEP)
Anecdotal evidence and progress monitoring
References

Introduction

Grading is described as the method adopted by teachers to communicate students learning progress (Guskey, 2002). The reason for grading is to provide factual and reliable information about students’ achievements and measure growth. Students with special needs require a different grading system from their normal counter parts. Special need students are generally considered to suffer from insecurity and low self-esteem. Therefore, an inclusionary system of grading would impact negatively on them both educationally and psychologically (Engelberg & Evans, 1986).

Special education students do not only require alternative grading criteria but their instruction methods should also be different from the traditional teaching methodologies. Some of the methods include:

Self-directed learning with rubrics

Self-directed learning is one of the methods that can be employed effectively to special education students. This method has been proven to offer low IQ and mentally retarded students the mastery of life-long techniques to undertake and accomplish real world tasks at their own pace. When self-directed learning is accompanied with rubrics, it would provide students with a clear guide to success. Rubrics also offers teachers an objective framework to effectively evaluate students’ progress. Rubrics should be clearly designed with clear objectives and should not lead to subjectivity. Emphasis on the rubric should be on process, performance and progress, and not the final outcome alone (Costa & Kallick, 2004).

Individualized education plan (IEP)

Individualized education plan involves students setting out their own goals and objectives. This can be applied effectively to physically disabled students. Setting out goals provides these students with an opportunity to take charge of their own abilities. This would essentially motivate them to work towards achieving these goals. Individualized education plans accord students a platform to analyze and assess the progress they are making on their own goals and the accompanying achievements. The teacher’s role is delegated to providing structures to measure the goals and motivate the students to achieve them (Siegel, 2009).

Anecdotal evidence and progress monitoring

This involves the use of structured tools for random assessment of students’ innovation and creativity, flexibility, and effective communication abilities. Teachers consistently record the changes in the students’ abilities and subsequently compare successive records to evaluate any progress on a particular aspect of students’ skills. This can be used for feedback and recognition (Shores & Chester, 2009). This kind of grading can be effectively used to assess low IQ students.

References

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3/4), 381-391.

Engelberg, R. A., & Evans, D. E. (1986). Interpreting Report Card Grades in Secondary Schools: Perceptions of Handicapped and Nonhandicapped Students. Assessment for Effective Intervention, 11, 117-124.

Siegel, L.M. (2009). The Complete IEP Guide: How to Advocate for Your Special Ed Child. Berkeley, CA: Nolo.

Shores C., & Chester, K. (2009). Using RTI for School Improvement: Raising Every. Student’s Achievement Scores. Thousand Oaks, Calif. : Corwin Press.

Costa, A. L., & Kallick. B. (2004). Assessment strategies for self-directed learning. Thousand Oaks, CA: Corwin Press.

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Alternative Grading Methods for Special Education Students

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