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Some early reflections on 15 reformed #grading practices during distance learning: A thread
: a benefit of using the practice during distance learning
: a challenge of the practice during distance learning
(practices align with @JoeCFeldman's text Grading for Equity)
: a benefit of using the practice during distance learning : a challenge of the practice during distance learning(practices align with @JoeCFeldman's text Grading for Equity)
1) Avoid the use of 0s: I don't use 0s for student grades when at all possible. I consider it my responsibility to find evidence of student learning for each standard, & sometimes I must find alternative forms of it.
accuracy, equity
More need for alternative evidence
accuracy, equityMore need for alternative evidence
2) Use of 4-pt scale: I calculate grades on a 4-pt scale instead of a percentage scale to increase reporting accuracy
accuracy
accuracy
3) Weight more recent performance: When multiple assessments of a skill occur w/in a semester, the most recent score will replace the previous score
accuracy (Haven't applied this yet this year, but no anticipated problems)
accuracy (Haven't applied this yet this year, but no anticipated problems)
4) Grades based on the student's performance, not the group’s: No group grades. Students are assessed individually w/in groups
Just as relevant in distance learning as before; accuracy
Just as relevant in distance learning as before; accuracy
5) Use of a logic rule to determine report card grades: I use a logic rule to determine report card grades w/ a simple & logical formula instead of grade book averaging
accuracy
Communicating w/ students & parents before report cards
accuracyCommunicating w/ students & parents before report cards
6) No extra credit: I don't offer extra credit because it inflates grades and unfairly benefits students with greater resources
accuracy, equity
accuracy, equity
7) Alternative consequences for cheating: I want grades to ONLY represent student learning, so I don't want behaviors to be a part of grades-including cheating
accuracy, equity
More opportunities 2 cheat outside the classroom; tougher to talk w/ Ss 1 on 1 about cheating
accuracy, equityMore opportunities 2 cheat outside the classroom; tougher to talk w/ Ss 1 on 1 about cheating
8) No grade penalties for late work: I want grades to ONLY represent student learning, so I don't want behaviors to be a part of grades-including late work
accuracy, equity
More late work so far
accuracy, equityMore late work so far
9) Exclude participation & effort from the grade: I want grades to ONLY represent student learning, so I don't want effort & participation be a part
accuracy, equity
Communication of student learning to students & parents before the first summative #assessment
accuracy, equityCommunication of student learning to students & parents before the first summative #assessment
10) Grades only from summative assessment: I want grades to ONLY represent student learning, & summative assessments are the best tools I have to measure learning
accuracy, equity
More challenging to create valid assessments when students complete them at home
accuracy, equityMore challenging to create valid assessments when students complete them at home
11) Generous retakes and redos: I allow students to retake summative assessments as much as they need to until the end of the semester.
accuracy, equity, motivation
Coordination of retakes will likely be even more difficult
accuracy, equity, motivation Coordination of retakes will likely be even more difficult
12) Use of #rubrics for all assignments & assessments: I use rubrics to increase clarity of learning expectations & transparency in the scoring of assessments
accuracy, equity, motivation
It takes a great deal of time to help Ss to understand & internalize rubrics
accuracy, equity, motivation It takes a great deal of time to help Ss to understand & internalize rubrics
13) Tests w/o points: My tests don't include points. When multiple standards are assessed on a single test, each is reported separately.
accuracy, equity, motivation; greater focus on learning and standards instead of simply accumulating points
accuracy, equity, motivation; greater focus on learning and standards instead of simply accumulating points
14) Use of a standards-based grade book: #Gradebook categories consist of the priority standards for ea. semester. All grades align to a standard.
accuracy, equity, motivation; greater focus on learning & standards
Helping Ss to understand the gradebook
accuracy, equity, motivation; greater focus on learning & standards Helping Ss to understand the gradebook
15) Create a community of feedback: Feedback & learning growth is a central focus of the learning process; Ss receive feedback on ea. priority standard multiple times/unit
motivation; focus on learning instead of mere point collection
Feedback takes lots of teacher time
motivation; focus on learning instead of mere point collectionFeedback takes lots of teacher time
