What does a grade mean in your classroom?

Is an “A” , really an “A” ?

A Workshop Presented byAmy Hammer-Scronce

A little history on grading….

Prior to the 1700’s, qualitative feedback was used as a grading method

Around 1780, Yale introduced first formalized point grading system

In the early 1800’s, Harvard developed a numerical system that closely resembles our own (Marzano, 2000)

Three “eras” of education

Mid 1800’s to early 1900’s- Focused on the three “R”s, and were taught in a structured, religion based environment.

1910-1975- Focused on intelligence and aptitude

The 1970’s- “Decade of state assessment”

( Robinson, 1986 & Stiggins, 2004)

Some things to think about..

How many of you feel your grades in school were a true reflection of your knowledge learned?

How many of you feel that your grades awarded to your current students actually reflect their learned knowledge?

How do you feel about grading students based on ability, behavior, or motivation?

Objectives of this workshop

To help educators take a closer look at their own grading practices

To help determine what should be graded

To remind educators of the impacts grades have on our students’ lives

To compare current grading practices with recommended research

What makes up a student’s grade in your

classroom? Homework? Quizzes/tests? Projects? Effort? Attendance? Behavior? Journals?

Philosophy…

“Grading should be closely correlated with class goals based upon a philosophy of learning and teaching and should reflect what a teacher believes about learning.”

(Tomlinson, 2000)

So what does that mean?

Philosophy should be clearly communicated to all students, preferably in writing.

(Friedman & Troug, 1999).

Educators should grade solely on achievement, to provide a clear accurate account of a student's growth.

Educators need to design an approach to grading that supports rather than discourages student learning. (Friedman, 1995).

What do grades mean to our students?

How he compares to his/her peers? How much a student has

learned/mastered? Will he get into the college of

his/her choice? Will he get the scholarship of

his/her dreams?

The most common, current flaws in educators’ grading policies

today…and what research has to say about it…

Grading students based on characteristics, such as behavior, effort, or attitude

Research says…It clouds the accuracy of the grade, allowing a teacher’s judgment to intercede…

(Stiggins, Frisbie, & Griswold, 1989)

Continued…

Misuse of assessments such as pop quizzes….

Research says… “No teaching and learning takes place when pop quizzes are given, nor can they be justified as motivational” Studies reveal that the threat of low grades only motivates high achieving students.

(Canady & Hotchkiss, 1989).

Continued…

The assignment of zeros…

Research says… A zero for work not turned in penalizes a student 10xs more severe than work assessed.

Cures for the Common ailments…

Student Characteristics???Assess them and use it as an additional

grade, reflected by itself on the report card.

Pop quizzes???Use them as feedback only or simply

announce the test. Zeros???Require students to do the work, assign an

IC until the work has been finished.

What should we be assessing?

Learned Content Knowledge

Big Ideas worth

understanding

Nice to know

Important to KnowAnd Be Able to do

(Center for K-12 Education)

Good Teaching Practices to Consider…

Test only what has been taught well Never test students on skills which they

have not had opportunities to practice Try to never let students practice

failures Keep student characteristics separate

(Canady)

Activity…

You are keeping a record of the cost for heating your house this winter. Using the following months, what would your average be?

Dec. $168.00 Jan. $142.00 Feb. $218.00 March $179.00 Average

$176.75

Now… average those numbers again, because

you forgot to record a month…..

Dec. $168.00 Jan. $142.00 Feb. $0.00 March $179.00 Average $122.25

This reveals the real damage of a zero

Another Activity…

McTighe and Ferrara once said….“We take the position that the

primary purpose of classroom assessment is to inform teaching and improve learning, not to sort and select students or to justify a grade.”

Do you agree or disagree? Why?…..

Tips for making grades reflect learned knowledge….

Give Effective Feedback:SpecificUnderstandableDescriptiveGiven in a timely manner

Cont….

Test only what has been taught, and taught well.

Behavior, participation, attitude etc… should be reported separately.

Provide ample practice time

More tips…

and more tips…

Help the student to become an active learner.

Appropriate difficulty level.

Don’t allow students to accept zeros. Require them to do the work or IC will be given.

Learn and Use accurate assessment skills

One Final Thought…

“There is no place for “mystery” in effective classroom assessment.

No mystery/no excuses-let kids in on what is expected”

(Jay McTighe)

References

Canady, R. L., & Hotchkiss, P. (1989, September ). It's a good score! Just a bad grade. Phi Delta Kappan, Retrieved Jan 10, 2006.

 Friedman, S. (n.d.). Grading teacher's grading policies. Retrieved Jan. 10, 2006, from Principal's Guide to Teacher Grading Policies Web site: www.middleweb.com. 

Friedman, S. J., & Troug, A. L. (1999). Evaluation of high school teachers' written grading policies. ERS Spectrum, 17. Retrieved Jan 11, 2006.

Marzano, R.J. (2000). Chapter 2. What are Grades For? Transforming Classroom Grading. Retrieved Jan. 18, 2005 from http://www.ascd.org/portal/site/ascd/template.chapter.shtml.

References

Robinson, G. E. (1986). Learning expectancy: A force changing education. Concerns in Education. Educational Research Service.

Stiggins, R. J. (1999, Nov. 1). Assessment, student confidence, and school success. Phi Delta Kappan, 81. Retrieved Jan 11, 2006. 

Stiggins, R. J., & Griswold, P. A. (1989). Inside high school grading practices: building a reseach agenda. Educational Measurement: Issues and Practice, Retrieved Jan 14, 2006. 

Tomlinson, C. A. (2001, March ). Grading for success. Educational Leadership, 58. Retrieved Jan 12, 2006.