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Innovative Grading Policy. Leigh Ann Earnhart CAI 5322: Assessment and Evaluation February 15, 2012. Purposes of Grading. Administrative Functions Feedback about student achievement Guidance Instructional Planning Motivation. Problem #1.
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Innovative Grading Policy Leigh Ann Earnhart CAI 5322: Assessment and Evaluation February 15, 2012
Purposes of Grading • Administrative Functions • Feedback about student achievement • Guidance • Instructional Planning • Motivation
Problem #1 • Practices vary greatly among teachers in the same school and across the state • Experiment: Grades: C, C, MA (missing assignment), D, C, B, MA, MA, B, A • Final grades ranged from A to F and everything in between
Problem #2 • Use of zeros for missing work • Does not work for punishment • Mathematically incorrect on a 100-point scale • Does not accurately reflect the amount of actual learning that has occurred
Problem #3 • Using the average of all scores throughout the grading period • Early learning ≠ End learning • Students will make mistakes, and these mistakes are not failures, but lessons learned on the way to success • Students should be evaluated on the basis of their understanding at the end of the grading period
Problem #4 • Single assignment or few projects • Students should have the opportunity to receive enough grades to truly evaluate their understanding • Learning should involve variety and multiple chances to be successful
Improvements • Identify all inconsistent grading practices • Share insights with colleagues to develop new policies • All choices must be guided by evidence and not opinion • Reassure parents, students, teachers that certain things will not change
Improvements • Separate behaviors from academics • Place emphasis on summative grades determined by high-quality assessments aligned to standards • Design and implement relearn and recovery opportunities for students
Improvements • Teachers must avoid grading systems that put students in competition with each other • Keep students informed of their progress throughout grading period • Differentiate types of assessment to let students express creativity and still show mastery in learning
New Policy • The District shall adopt a grading policy, including provisions for the assignment of grades on class assignments and examinations, before each school year. The District grading policy: • 1) Must require a classroom teacher to assign a grade that reflects the student’s relative mastery and academic performance of assignments, while eliminating all other non-academic factors to include with the grade;
New Policy (continued) • 2) May not require a classroom teacher to assign a minimum grade for an assignment without regard to the student’s quality of work; • 3) May allow a student a reasonable opportunity to relearn or recover a class assignment or examination for which the student received a failing grade; • 4) Must require a classroom teacher to explain their grading policies to inform students what is expected of them and how their grades will be determined; • 5) May allow a student to be informed of his or her progress throughout the grading period; • 6) May allow students to demonstrate their learning in various ways to increase student motivation and display mastery of learning
Summary • New grading policy = All other systems improve • Student behavior improves • Faculty morale is improved • Resources allocated to remedial courses and course repetitions are reduced • Resources invested in electives and advanced courses are increased
