Middle Level Grading Policies MASSP Middle Level Webinar Series Steve Hoelscher, presenter February 3, 2009

Diane McMillan Moderator Steve Hoelscher Presenter

Why Grade? To document student and teacher progress To provide feedback to the student and family, and the teacher To inform instructional decisions

Less Effective Reasons To motivate students To punish students To sort students

Effective Grading Criteria Consistent Similar for all teachers in grade or subject Similar performance standards Accurate Inaccurate grades lead to poor instructional decisions Large amount of evidence/data into a single summary symbol

Effective Grading Criteria Meaningful Directly reflect specified learning goals Support Learning Reflect student achievement only

Working Premise A grade represents a clear and accurate indicator of what a student knows and is able to do---mastery. With grades, we document the progress of students and our teaching. We provide feedback to students and their parents, and we make instructional decisions regarding the students.

Some Common Mistakes about Grading Participation for mastery, not taking the test Effort not a common, legally defensible definition Homework not for learning materials no more than 10% of the grade

Power of Zero Although common, zeros have varied uses: Failure of the assessment Failure to turn in assignments Serious behavior infractions like cheating

The Problem with Zeros Zeros give a numerical value to something that has never been assessed and that therefore has no basis in reality. They can have counterproductive efforts on student motivation. They involve inappropriate mathematics.

Extra Credit/Bonus Points Extra credit and bonus points stem from the belief that school is about doing the work, accumulating points, and that quantity is the key—with more being better. Anything that has enough points attached to it to alter a grade’s accuracy in terms of what students have mastered should be avoided.

Questions for Discussion How will post-secondary schools/business react to non-traditional grading system? What can we substitute for 0, or F? How do we incorporate non-standard elements in a grade i.e. attendance, behavior. Employers may want to know about these elements.

More Questions… How can we explain to parents about homework—some parents expect homework every night? How can I motivate students to do homework without a grade attached to work? What about students with IEP’s or any student that is trying and yet does not have mastery?

And Even More Questions… Are you saying that we should only base our grades on summative assessments—my grade book might only have four grades? What are the parents and administration going to say? How do I convince my colleagues to change? What research and resources are available for me to read?

Resources Download at 15 Fixes for Broken Grades Powerpoint--Ken O’Conner 15 Fixes Study Guide--Ken O’Connor