1. GRADING: WHAT COUNTS? A WORSKHOP FOR VILLA MARIA ACADEMY Cheryl Everett 10/11/10

2. Is this you? Cheryl Everett 10/11/10

3. Give this student a grade C C MA D C B B A (MA- missing assignment) EXTRA CREDIT ASSIGNMENTS C B CLASS PARTICIPATION GOOD HOMEWORK ✔ 0 ✔ 0 Cheryl Everett 10/11/10

4. EASYDIFFICULT What do you think? Cheryl Everett 10/11/10

5. Nick’s grade? Bill’s grade? Rebecca’s grade? Amy’s grade? http://www.flickr.com/photos/nrfotos/5057769822/sizes/m/in/photostream/ http://www.flickr.com/photos/nrfotos/5057157627/sizes/m/in/photostream/ Cheryl Everett 10/11/10

6. GRADING PHILOSOPHIES FLORIDA STATE UNIVERSITY Grades are indicators of relative knowledge and skill; that is, a student’s performance can and should be compared to the performance of other students in that course. The standard to be used for the grade is the mean or average score of the class on a test, paper, or project. The grade distribution can be objectively set by determining the percentage of A’s, B’s, C’s and D’s that will be awarded. Outliers can be awarded grades as seems fit. Grades are based on preset expectations or criteria. In theory, every student in the course could get an A if each met the preset expectations. The grades are usually expressed as the percentage of success achieved (e.g., 90% or above is an A, 80- 90% is a B, 70-80% is a C, 60- 70 a D, and below 60 is an F.) Pluses and minuses can be worked into this range. Cheryl Everett 10/11/10

7. Students come into the course with an A, and it is theirs to lose through poor performance or absence, late papers, etc. With this philosophy, the teacher takes away points, rather than adding them. Grades are subjective assessments of how a student is performing according to his/her potential. Students who plan to major in a subject should be graded harder than a student just taking a course out of general interest. Therefore, the standard set depends upon student variables and should not be set in stone. GRADING PHILOSOPHIES FLORIDA STATE UNIVERSITY Cheryl Everett 10/11/10

8. Good v. Bad? Grades are indicators of relative knowledge and skill; that is, a student’s performance can and should be compared to the performance of other students in that course. The standard to be used for the grade is the mean or average score of the class on a test, paper, or project. The grade distribution can be objectively set by determining the percentage of A’s, B’s, C’s and D’s that will be awarded. Outliers can be awarded grades as seems fit. http://www.flickr.com/photos/andr eanna/2706523519/sizes/m/in/ph otostream/ http://www.flickr.com/photos/lollaping/2631260590/sizes/m/in/photo stream/ Cheryl Everett 10/11/10

9. Good v. Bad? Grades are based on preset expectations or criteria. In theory, every student in the course could get an A if each met the preset expectations. The grades are usually expressed as the percentage of success achieved (e.g., 90% or above is an A, 80-90% is a B, 70- 80% is a C, 60-70 a D, and below 60 is an F.) Pluses and minuses can be worked into this range. Cheryl Everett 10/11/10

10. Good v. Bad ? Students come into the course with an A, and it is theirs to lose through poor performance or absence, late papers, etc. With this philosophy, the teacher takes away points, rather than adding them. Cheryl Everett 10/11/10

11. Good v. Bad? Grades are subjective assessments of how a student is performing according to his/her potential. Students who plan to major in a subject should be graded harder than a student just taking a course out of general interest. Therefore, the standard set depends upon student variables and should not be set in stone. Cheryl Everett 10/11/10

12. What do others think? Cheryl Everett 10/11/10

13. What do others think? Ken O’Connor- Guidelines for Improving Grading Practices Limit the attributes measured by grades to individual achievement Sample student performance “Grade in pencil” Relate grading procedures to the intended learning goals Use care in “crunching” numbers Use criterion referenced standards to distribute grades Discuss assessment, including grading, with students at the beginning of instruction Guidelines for Improving Grading Practices. (1998, December). Educational Update, 40. Retrieved May 17, 2010, from http://www.ascd.org/publications/newsletters/education-update/dec98/vol40/num08/Guidelines-for-Improving-Grading- Practices.aspx Cheryl Everett 10/11/10

14. A parting thought. Doug Reeves: Toxic Grading Practices Cheryl Everett 10/11/10