1. INNOVATIVE GRADING POLICY Leigh Ann Earnhart CAI 5322: Assessment and Evaluation February 15, 2012

2. Purposes of Grading  Administrative Functions  Feedback about student achievement  Guidance  Instructional Planning  Motivation

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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;

11. 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

12. 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