Grading Practices

TIRP 4/13/13Barbara Toney

What’s the goal?

• Create a system that works for YOU and is the easiest for you to implement.

• Remember: “If Mama ain’t happy, ain’t nobody happy!”

Week

9/12-

Material

covered

Quizzes, papers collected

Asm’ts and due dates

Handouts

Passed out

Upcoming

Test dates

9/12

Mon

p.15-16 Quiz over brain

Ch 18 due 9/14

Ch 18 questions

Test on 9/16

9/13

Tues

Test on 9/16

9/14

Weds

Ch 18 due Test on 9/16

9/15

Thurs

Review

For test

Test on 9/16

9/16

Fri

Test Ch 17

Paper grading tips

• Homework- finished and on time- full credit• Kids self-check homework• Explain to kids why you are assigning the

homework and why it’s important for them to do it.

Must know!

• What is your district/school policy on grades, makeup work, homework. Know it!

• Feel out what the principal feels about % of As, Bs, etc.

• Be aware principals often check teachers grades (they get a master list)

• Make sure you send written grading policy home for parents to sign and return.

• Let kids know exactly what will be on the test.• Call home if a kid misses a test- that day!• What opportunities do you give them to learn

from their mistakes? 2nd chances?

Grading PracticesDouglas Reeves, Ph.D.

Deland Middle School 2008-2009

Calculate the Final Grade for this Student

• C, C, MA (Missing Assignment), D, C, B, MA, MA, B, A

• Group 1: A=100, B=90, C=80, D=70

• Group 2: A=4, B=3, C=2, D=1

• Group 3: Choose your own system but you must have a letter grade

Grading

• Grades = Feedback to Improve Performance!• If you have high levels of success and low failure rates, your

policy is sound and should be left alone.• If you have low levels of success and high failure rates, what

you are doing is not working.• The “Real World” is not “You have one chance at it and you’re

done”.• We seldom use “average” for anything else except grades.• Grades must never be used as punishment. It doesn’t work!• Rewards for work done daily are far greater than punishment

for work done late. • The Driver’s License Test example – chance to “re-do/re-take”

Toxic (Ineffective) Grading Policies

• The use of “zeroes” for missing work. Consequence should be to complete the work!

• The practice of using the “average” of all scores during the grading period, a formula that presumes that the learning early in the semester is as important as learning at the end of the semester. (Marzano 2000; O’Connor, 2007)

• The use of the “grading period killer” – the single project, test, lab, paper, or other assignment that will make or break students.

Toxic Grading Practices and Alternatives

Toxic• “Zeroes” for missing

work• Average/Mean• Grading Period Killer:

One Test or Project

Alternative• “Get ‘Er Done, Just Do It”,

complete/submit missing work

• Best representation of work (Re-do, Re-submit)

• Resilience, Personal Responsibility (Don’t let them off the hook!)

The Power of Zeroes Rick Wormeli, Middle Ground

• Convert “zeroes” to “50s”• Conversion necessary so that any “calculating” is

mathematically justified.• Not using “zeroes” is a more accurate picture of the

students’ ability.• “Zero” has an undeserved and devastating effect on

students and their grades – so much that no matter what student does, the “zero” distorts the final grade as a true indicator of mastery.

• Mathematically and ethically – unacceptable!

Negative Impact of “Zero” on a 100-Point Grading Scale

• 0, 100, 100, 100, 100, 100 = 83% = B• 50, 100, 100, 100, 100, 100 = 92% = A

•

What is the point of homework?

Accurate Grading Policies Rick Stiggins

• Determine grades using the median (middle grade) – not the mean/average.

• Look for the most consistent level of performance, not all performances.

• We should not hold a student’s earlier digressions in the grading period or year against them.

Did You Know………..

• Two common causes of course failures – 1)missing homework; 2)poor performance on a single major assignment. Adjusting your policy would have a huge impact on student failures. (Reeves)

What should NOT be included in a grade?

• Effort• Participation• Attitude• Behavior• Homework• Group work

Re-Do, Re-Take, Re-Test, Re-Submit!

“The consequence for a student who fails to meet a standard is not a low grade but rather the opportunity—indeed, the requirement—to resubmit his or her work. “

-- Douglas Reeves

• Grades will be based upon STUDENT ACHIEVEMENT

• Grades will be based upon MASTERY OF CONCEPTS AND SKILLS

• Students should have MULTIPLE OPPORTUNITIES to demonstrate mastery

Research Based Findings• (Gettinger, 1988) analyzed well-managed classrooms that

functioned smoothly with few disruptions and were well organized.

• He then analyzed less effective classrooms that experienced frequent disruptions due to a large amount of time spent on discipline and transitions that were lengthy and chaotic.

• Gettinger expected to find that the teachers of the well-managed classrooms would possess more effective disciplinary techniques. Surprisingly, he found that both were approximately equal in dealing with student misbehavior.

• The variance was that the successful classroom managers were more efficient at minimizing behavioral problems by intervening before the misbehavior escalated.

Volusia County’s Approach To Classroom Management

By following the effective, research-based practices outlined in CHAMPs, teachers develop methods for clearly communicating their expectations on every classroom activity and transition. Expectations to

clarify are:

Conversation (Can students talk to each other during this activity?)

Help (How do students get the teacher’s attention and their questions answered?)

Activity (What is the task/objective? What is the end product?)

Movement (Can students move about during this activity?)

Participation (How do students show they are fully participating? What does work behavior look/sound like?)

(Sprick, Garrison, and Howard 1998)

Our Teachers Deal with the Following Behaviors in the Classroom

• Class or school rule violation• Disruption or disturbance of a school activity

(minor)• Dress code violation• Horseplay• Minor disruption or disturbance of a school

activity, class or campus• Tardiness• All level one offenses in the student code of

conduct