Grading: Effective Techniques
To retain a meaningful grade, grades should be given in parts.
That is, a student should not merely receive a 'B' or an 'A' for a class, because that figure is useless in most respects. The same letter grade could be given to a smart, lazy student as is given to a hard working student of an average intelligence level.
In order for grades to achieve meaning so that grades can be effective communicators between the teacher and the student, parent, school, community, and world, grades should be separate.
That is, a student should not merely receive a 'B' or an 'A' for a class, because that figure is useless in most respects. The same letter grade could be given to a smart, lazy student as is given to a hard working student of an average intelligence level.
In order for grades to achieve meaning so that grades can be effective communicators between the teacher and the student, parent, school, community, and world, grades should be separate.
Example of a good assessment
What's the scenario? Mrs. Sheldon has a variety of learners in her classroom. Steven and Grace, for example, are at opposite ends of the spectrum in most ways. Steven is a motivated student who tries his best, has an uplifting attitude and kind heart, and is always working diligently in and out of class. However, despite his efforts, Steven struggles to grasp important concepts, and often does not meet the learning objectives of a lesson. Grace, on the other hand, never fails to understand content. She is a bright student who seems to know everything before it is taught. For that reason, it seems, Grace has grown increasingly disrespectful and does not give her full efforts when working on assignments.
What should Mrs. Sheldon do? Mrs. Sheldon should grade using a separate scale for behavior and content understanding. That scale could reflect that Steven is doing well with behavior but struggles with content, while Grace struggles with behavior but does well with content.
What should Mrs. Sheldon do? Mrs. Sheldon should grade using a separate scale for behavior and content understanding. That scale could reflect that Steven is doing well with behavior but struggles with content, while Grace struggles with behavior but does well with content.
What else?
Grades should be given separately, but that's not the only important aspect of grading!
There are other grading practices that matter just as much, listed below:
There are other grading practices that matter just as much, listed below:
DO
1. Lovingly encourage students to pursue excellence. 2. Assist and guide students with their assignments. 3. Evaluate effort/behavior and content separately. 4. Emphasize the importance of completing all work. 5. Emphasize the importance of turning in all assignments on time. |
DON'T
1. Discourage students by coming down too hard. 2. Do the work for the students. 3. Combine all aspects of an assessment into one grade. 4. Average in a 'zero' as a grade for a student. 5. Reduce content grades due to late assignments. (That should be reflected in effort/behavior marks.) |
Example of a bad assessment
What's the scenario? Haley, who typically receives an "A" in most other classes, is in Mrs. Bang's 6th grade English Writing class this year. On her first assignment, Haley goes above and beyond any expectations listed in the rubric. As she hands in her essay, she fully expects to receive a 100% (or close to it) for her hard work. She is confident of the excellent job she has done, and is proud of her accomplishment in regards to completing the assignment well.
When Haley's essay is handed back to her, she is crushed to learn that she has received only a 93% on her essay. She realizes that her hard work will not be enough to earn a 'good grade' (according to Haley) in this class. She decides that if working as hard as she did will only earn her a 93%, she might as well not even try at all in that class.
What's the problem? Mrs. Bang was much too hard on Haley!
What's the solution? Mrs. Bang should align her grading system with the other teachers around her to support consistency in grading within the school.
When Haley's essay is handed back to her, she is crushed to learn that she has received only a 93% on her essay. She realizes that her hard work will not be enough to earn a 'good grade' (according to Haley) in this class. She decides that if working as hard as she did will only earn her a 93%, she might as well not even try at all in that class.
What's the problem? Mrs. Bang was much too hard on Haley!
What's the solution? Mrs. Bang should align her grading system with the other teachers around her to support consistency in grading within the school.