| |
Jim began with the statement, "There is no grading
system that will make 4 blocks better, but there is lots of things that
will hinder the 4
blocks." |
| There are several approaches to grades: |
-
The
traditional-grade-a-lot; average-the grades; and
let-the-chips-fall-where- they-may system
-
no
grades - not going to happen!
-
a
checklist of knowledge and strategies for each subject
-
Avoid
averaging grades because it forces us to be objective and move away.
|
In 1920s and 1930s there was a push for getting rid of
grades. Parents
and the public were left with the impression that no grades meant no
accountability. Parents want to know if they should be worried about
their child's progress. They want it spelled out to them. A
more
narrative manner is more effective in the early years. Jim suggests
avoiding giving letter grades for as long as you can.
The checklist has been around along time. Parents should have a copy
of the checklist of what the children can do. We can't design a
checklist
or a list of strategies that explains the curriculum to parents.
Parents don't have the knowledge of the curriculum like the teachers
do. Parents want to know how well their child is doing compared to
others in that grade. Parents want to know how well their child is
doing compared to the expectations of that grade level. Jim really
doubts a checklist can reflect that.
Grades communicate to parents that they think they know how the children
are doing in school.
Making changes in the grading policies should be an evolution NOT a
revolution. Instead of causing an evolution maintain the strengths
of
the traditional grading systems but soften, minimize the weaknesses.
|
| Strengths of grades: |
- postpone as long as possible
- give letter grades -- while remembering that grades DON'T motivate
young children
- give a range of grades -- while remembering that if everyone gets an
A, then the A's don't matter. Make sure your best readers and
writers tend to get your higher grades and your worst readers and
writers tend to get your lower grades - there can be exceptions BUT
parents are not going to understand why a nonreader in 4th grade is
getting an A.
|
Grading System doesn't foster learning, but we should have
a grading
system that doesn't hinder learning.
BALANCE is the philosophy we can implement. Balance lets teachers
keep
something they think they are already doing.
|
| Grades should reflect: |
- true ability
- growth
- (effort) "trying"
|
| Grades are and should be a school wide project. As a
staff you need to: |
- look at the grading policies you have.
- look at the standardized test scores and compare to the grades.
- Are the children receiving inflated grades in their daily grades
compared to the standardized tests?
- Where does the working below grade level label fit into grades?
- Is an "A" appropriate with a working below grade level
attached to it? (We have schools with the HAPPIEST POOR readers you've
ever seen!)
|
| Maintain the Strengths of the Traditional Grading System |
- AND give letter grades
- AND give a range of grades
- AND make sure your best readers and writers get the higher grades
and
your worst readers and writers tend to get the lower grades.
|
| Minimize the Weaknesses of the Traditional Grading System |
- Observe and keep anecdotal records and checklists as an alternative
to some testing and grading.
- Writing portfolio for each child as an alternative to some testing
and grading.
- Grade their performance during lessons (S+, S, S-).
- Legislate a minimum acceptable grade for effort.
- When testing, test a lot of what you know they know. 80% of
the
tested material should be stuff that the kids should get 100%.
The
other 20% should be really hard.
- Use a matrix grading system instead of averaging grades.
- When grading, permit children to redo work between feedback and
grading. 80% of your grades should be accessible to all kids who
are doing their work.
|
| Curriculum Based Assessment |
- Grading children's performance while they are working.
- Assessing during application level learning.
|
| Diagnostic Observations |
- is he paying attention
- is he getting it
- nothing problematic
- something notable
|
| Keep TIMELY records - every two weeks look at what you've
collected.
Avoidance of grades averaging forces us to be objective and move
away. Instead synthesize grades. Ask did this student earn an
A or F?
If no, ask did this student earn a B or D? If no then the child
earned
a C. |
| |
|
(Session notes submitted by Deb Smith) |
