Chapter 13: Gradebook Formats for the Differentiated Classroom

To truly be a differentiated teacher, one must embrace differentiation in all aspects of the classroom, learning, and grades and this includes gradebooks. There is no one right way to set up a gradebook, and it takes experimenting and thoughtful planning. One general rule of thumb is to categorize based on standards and benchmarks, not on homework, tests, and quizzes. This way, when you look at your grade book you will see what needs to be covered (or uncovered) still in the curriculum and how well students are meeting standards. The feedback you give students, parents, and other teachers will be so much stronger, because instead of saying “Jimmy failed his last test” you could explain that Jimmy just hasn’t grasped the concept of the standard or benchmark and therefore more easily help him work towards mastery. Since I’ve never used a gradebook before, none of these options in the chapter really jump out at me, nor can I think of the perfect way to set up my first gradebook. But I do know that it will be based in standards, not in categories of the type of work being done.