Grading Purpose
1. Q. What do you believe are the major reasons we use report cards and assign grades to student’s work?
2. Ideally, what purpose do you believe report cards or grades should serve?
As I worked in a vocational setting, the grading was a little different. We had multiple choice info test. but the aim was licensing so we had the students keep taking the tests until the could get 80% of the questions right. That way we knew they would be okay at the state board test. The practical part of their work was assessed on the spot. As they were doing manicure, pedicures and other advanced nail services so I would ask them questions about their work. I would ask the client, I taught them to self assess their work. We also had performance standards. The goal was to meet or exceed standards by graduation. Until then it was practice, feedback, practice, feedback, practice.
Ideally, I'd like to see 30% A, 40% B, 20% C, 10% D.
4. Q. The current grading system in many schools and colleges use the following combination of letter grades, percentages, and or categories. Which system do you use and why do you use that system?
5. If you could make changes to the system... What would they be and why?
A. In traditional courses, I would advocate for the 4 point scale exceed expectations (4pts), meets expectations (3pts), developing (2pts), and poor (1pt). one point deductions for late delivery (up to one week) 2pt deduction for delivery by new negotiated due date.
The number of points would be determined by the rubric for each assignment. Percentage of total points would determine level of mastery(this would easily map onto their traditional grading paradigm). Students would have a variety of ways to demonstrate mastery of material. Students would participate in self, peer and group evaluations. Final exams will be optional for all meet and exceed level students.
As a person who learns in unique ways, I am very sensitive to grading and assessments. Too many times I was at the mercy of the teacher's preferred style and not my own. The skills we need for work and life can't be measured on a scantron sheet! We should learn as much when we get it wrong as when we get the answer right. With so much information at their fingertips, students need the ability to analyze and access for themselves. These changes in activity and focus will better prepare our students for the adventures ahead of them as life-long learners.
6. Rank order the purposed of grades...
1. Communicates the achievement status of student
2. Information for student self-evaluation
3. Document student performance to evaluate effectiveness of instructional programs
4. Select identify and group student for some educational program
5. Provide incentives for students to learn
6. Provide evidence of students’ lack of effort and or inappropriate responsibility
7 Q. Teachers use a variety of criteria in determining student grades. Review those listed below and indicate what percent each contributes to the grade.
A. the list below is a mix a particular skills in and of themselves, and assessment methods. Items would have more weight based on the rubric. Should a paper be worth more than a videoblog (presentation)? What is more work? What are we grading, communication of knowledge is the key. I will give students the chance to contribute in the ways that are most comfortable for them while asking them to grow and be competent in all areas.
Major Examinations -20%
Major Compositions-15%
Classroom quizzes-10%
Blackboard quizzes-10%
Discussion in class-10%
Research Paper-20%
Presentations-15%
Participation 0% built into assessment
Assignments Completion 0% built into assessment
Effort- 0% built into assessment
Attendance-5%
Progress-5%
8. Q. What are the most positive aspects of report cards and the process of assigning grades? List a minimum of three.
9. Q. What are the most negative aspects of report cards and the process of assigning grades? List a minimum of three.
Some for the best practices will allow students to self access as they will be required to do in their work lives.
Having an unusual grading scheme is not harmful if we give the student the ability to discuss the evaluation process in a job interview.
- Inform students of their level of mastery of a subject.
- Gage teacher effectiveness.
- Group students into level/learning communities.
2. Ideally, what purpose do you believe report cards or grades should serve?
- Let learners know their level of mastery of a given subject.
- Assess effectiveness of instruction.
- Illuminate areas in need of improvement.
As I worked in a vocational setting, the grading was a little different. We had multiple choice info test. but the aim was licensing so we had the students keep taking the tests until the could get 80% of the questions right. That way we knew they would be okay at the state board test. The practical part of their work was assessed on the spot. As they were doing manicure, pedicures and other advanced nail services so I would ask them questions about their work. I would ask the client, I taught them to self assess their work. We also had performance standards. The goal was to meet or exceed standards by graduation. Until then it was practice, feedback, practice, feedback, practice.
Ideally, I'd like to see 30% A, 40% B, 20% C, 10% D.
4. Q. The current grading system in many schools and colleges use the following combination of letter grades, percentages, and or categories. Which system do you use and why do you use that system?
- A 100% -92 Excellent Distinguished
- B 91%-83 Good Proficient
- C 82%-74 Average Apprentice
- D 73%-85 Poor Novice
- F 64%- Failing
5. If you could make changes to the system... What would they be and why?
A. In traditional courses, I would advocate for the 4 point scale exceed expectations (4pts), meets expectations (3pts), developing (2pts), and poor (1pt). one point deductions for late delivery (up to one week) 2pt deduction for delivery by new negotiated due date.
The number of points would be determined by the rubric for each assignment. Percentage of total points would determine level of mastery(this would easily map onto their traditional grading paradigm). Students would have a variety of ways to demonstrate mastery of material. Students would participate in self, peer and group evaluations. Final exams will be optional for all meet and exceed level students.
As a person who learns in unique ways, I am very sensitive to grading and assessments. Too many times I was at the mercy of the teacher's preferred style and not my own. The skills we need for work and life can't be measured on a scantron sheet! We should learn as much when we get it wrong as when we get the answer right. With so much information at their fingertips, students need the ability to analyze and access for themselves. These changes in activity and focus will better prepare our students for the adventures ahead of them as life-long learners.
6. Rank order the purposed of grades...
1. Communicates the achievement status of student
2. Information for student self-evaluation
3. Document student performance to evaluate effectiveness of instructional programs
4. Select identify and group student for some educational program
5. Provide incentives for students to learn
6. Provide evidence of students’ lack of effort and or inappropriate responsibility
7 Q. Teachers use a variety of criteria in determining student grades. Review those listed below and indicate what percent each contributes to the grade.
A. the list below is a mix a particular skills in and of themselves, and assessment methods. Items would have more weight based on the rubric. Should a paper be worth more than a videoblog (presentation)? What is more work? What are we grading, communication of knowledge is the key. I will give students the chance to contribute in the ways that are most comfortable for them while asking them to grow and be competent in all areas.
Major Examinations -20%
Major Compositions-15%
Classroom quizzes-10%
Blackboard quizzes-10%
Discussion in class-10%
Research Paper-20%
Presentations-15%
Participation 0% built into assessment
Assignments Completion 0% built into assessment
Effort- 0% built into assessment
Attendance-5%
Progress-5%
8. Q. What are the most positive aspects of report cards and the process of assigning grades? List a minimum of three.
- Students and parents have progress report.
- Students find out where they need to improve and their strong suites.
- Identify students for special programs.
- Measure effectiveness of instruction.
9. Q. What are the most negative aspects of report cards and the process of assigning grades? List a minimum of three.
- Punishes students for not knowing or understanding or not doing well in a particular testing method.
- Can create a competitive learning environment interfering with collaboration if there are a certain number of slots for a given grade.
- Teacher don't all use the same scale, course are not all at the same difficulty level.
Some for the best practices will allow students to self access as they will be required to do in their work lives.
Having an unusual grading scheme is not harmful if we give the student the ability to discuss the evaluation process in a job interview.