“Our knowledge base on grading is quite extensive and offers us clear guidelines for better practice.” Guskey and Bailey (2001, 145)

“Grading is not an exact science.” Judge Davis (in Bissinger 1990, 309)

“Grades are not inherently bad “Grades are not inherently bad. It is their misuse and misinterpretation that is bad.” Guskey (1993, 7)

“School has come to be about grades rather than the learning.” Conklin (2001, 3)

“Grading seems to be such an intractable problem.” Trumbull and Farr (2000, xiii)

“To ban grades entirely would be an overreaction to a flawed practice Busick (in Trumbull and Farr 2000, 72)

“What grades offer is spurious precision, a subjective masquerading as an objective assessment.” Kohn (1993b, 201)

“Grades are so imprecise that they are almost meaningless.” Marzano (2000a, 1)

“I absolutely loathed giving grades to my students.” Farr (in Trumbull and Farr 2000, xiv)

“Letter grades have acquired an almost cult-like importance in American schools.” Olson (1995, 23)

“Many common grading practices … make it difficult for many youngsters to feel successful in school.” Canady and Hotchkiss (1989, 68)

“ A lot of current practice in grading and reporting is shamefully inadequate.” Guskey and Bailey (2001, 1)

Grading Quotes… What is your reaction to the titles and quotes just shown? What do they say about grading? How do you think your colleagues, students, parents, and community would react to them?

What’s the purpose of grading…

Make a list of purposes Give-one-get-one with two individuals from different tables Come back and share the purposes with your table, adding them to the list

Perspectives on Grading Vehicle for addressing some myths and criticisms about grading Grading is not essential for learning. Grading is complicated. Grading is subjective and emotional. Grading is inescapable. Grading has a limited research base. Grading has no single best practice. Grading that is faulty damages students – and teachers. 16

Perspectives on Grading Select one of the 7 perspectives that you agree with, disagree with, or are not sure about. Record why you agree, disagree, or are not sure sure. Record some issues that might surface related to this perspective. Read the corresponding information in HTGFSL found on pages 17-24. Add to the issues and jot down some key points to remember.

Perspectives on Grading Your table will be given one of the perspectives to discuss. Select a recorder . Select a reporter . Share whether you agree, disagree, or aren’t sure about the perspective. Record some issues that might surface related to this perspective. Read the corresponding information in HTGFSL found on pages 17-24. Add to the issues, and chart the key points to share.

Chris Brown’s Science Class Examine the excerpt from Chris Brown’s grade book (pg 29 in HTGFL) Note the information that is shown below the grade book excerpt regarding miscellaneous items, absences, and the grading scale. Enter to the right of the chart the letter grade each student would get using the grading scale in your school/district. Share with your tablemates. Were there any differences?

Chris Brown’s Science Class Do the grades awarded fairly reflect the results from which they were derived for each student? If you answered “yes,” for which students? Why? If you answered “no,” for which students? Why? What grading issues arise from this case study?

Parachute Packing You’re going skydiving and want a parachute that will open properly Take a look at the graph on the next slide (also shown on page 33) of three students and their parachute packing tests scores Who would you want packing your parachute and why?

Who would you want packing your parachute? Why?