INNOVATIVE GRADING POLICY

Leigh Ann EarnhartCAI 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