Grading and Reporting Gronlund, Ch. 11 Burke, Ch. 12

Basis for Assigning Grades n Absolute grading n Relative grading n Learning ability n Improvement n Effort

Guidelines for Fair, Effective Grading n Inform students of grading procedures up front n Base grades only on achievement n Use a wide variety of valid assessment data n When combining scores, use a proper weighting technique n Select an appropriate frame fo reference for grading n Review borderline cases

Reporting Grades n Provide comprehensive report to students and parents –Achievement –Effort –Learning outcomes –Work habits –Personal characteristics n Consider using a portfolio

Reasons Students Cheat n To avoid failing a test n To avoid being called “stupid” n To avoid punishment from parents n To get on the honor roll n To avoid being sent to remedial classes n To get accepted to college n To win a scholarship n For the “thrill” of it

Grading Options n Anecdotal report card n The traditional grade n Assessment of learning standards n Graded portfolios

How Do We Know Students Understand? n They can explain n They can interpret n They can apply n They have perspective n They can empathize n They have self-knowledge