1 / 16

Grading Practices EDU 300 | Newberry College | Jennifer Morrison

Explore the meaning of grades, traditional grading problems, and four grading practices/systems. Analyze pros and cons of grading by standards, median grading, "Not Yet" grading, and no grades. Understand standards-based grading and its impact on learning.

Download Presentation

Grading Practices EDU 300 | Newberry College | Jennifer Morrison

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Grading PracticesEDU 300 | Newberry College | Jennifer Morrison

  2. Grading Practices • What do grades mean? What are your experiences with grades? • What are the problems with traditional grading practices? • What are four different grading practices/systems? What are the pros and cons of each?

  3. What does this grade mean? 5 95 C

  4. Lines of Opinion When you were a student, how did/do grades make you feel? (horrible  excellent) How important are grades to learning? (not important  vital) What would happen if we stopped using grades? (peace  chaos)

  5. Grades only makes sense… • when you know the scale. • in comparison to others. Traditionally, grades… • are about control. • are about comparisons. • create competition.

  6. What’s the problem? • Student makes an A in Math and “fails” the end of course standardized test • Student behaves badly all year long and fails the course • Student does absolutely no work but aces the tests and makes a C for the year • In a class, students generally attend and do class work, then 75% of them fail the course

  7. What do we want grades to do? • Show learning (standards and objectives) • Show effort • Motivate students to learn more • Encourage students to enjoy learning • Encourage high expectations • Reward and encourage hard work • Create commitment to life-long learning • Set a standard for comparison

  8. We are going to look at 4 grading systems. What are the pros and cons of each? • Grading by Standards (Marzano, Wiggins) • Median Grading • “Not Yet” Grading (Power of I by SREB) • No Grades

  9. Grading by Standards Robert Marzano Classroom Assessment & Grading That Work • Traditional grades give poor feedback and are high variable • Recommends focusing measurement on standards (+ life skill topics like participation, work completion, behavior, and working in groups)

  10. Grading by Standards • Recommends targeted assessments of many types evaluated with 4-point scoring scale • 4.0 Advanced – In addition to Score 3.0 performance, in-depth inferences and applications that go beyond what was taught • 3.0 Proficient – No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught • 2.0 Basic – No major errors or missions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes • 1.0 Below Basic – With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes

  11. What does standards-based grading look like?

  12. “Not Yet” Grading Southern Regional Education Board, www.sreb.org(Power of the I) • Giving zeroes and accepting poor work creates a culture of low expectations. • Students learn that they have the option of not turning work in. • Failure to turn in work is #1 reason for middle school and ninth grade failure. • Instead of a zero, give incomplete and follow up with consequences and extra help.

  13. Median Grading 0 75 90 85 70

  14. Median Grading • Russell Wright, “Success for All: The Median Is the Key”Phi Delta Kappan, May 1994 • In work world we focus on using our strengths; students must show proficiency on a wide range of tasks • “The median is actually the statistically correct measure of central tendency for ordinal data.” • C students work harder

  15. No Grades • Alfie Kohn, “From Degrading to De-Grading”High School Magazine, March 1999

  16. What’s Due?

More Related