Grading FAQ's
Although the way I grade is very different from what you may be used to, rest assured it is based on years of research and the hard work of the most prominent researchers in education. I base my grading on two major principles:
1. Grades should be based solely on students achievement data, and not on student behaviors.
2. Classroom grading should allow for students to identify and remedy weak areas in their learning and have their grade reflect the most recent evidence of that learning. If you are an educator, or just someone who wants to read more about classroom grading and the work that influenced my grading, here are a few of the major titles that helped me along the way. There also some very informative articles and studies on the "Grading Page":
A Repair Kit for Grading: Fifteen Fixes for Broken Grades, Ken O'Connor
Classroom Assessment for Student Learning: Doing it Right, Using it Well, Richard Stiggins et. al.
Formative Assessment and Standards Based Grading, Robert Marzano
Classroom Assessment and Grading that Work, Robert Marzano
Below are answers to my most common questions and concerns. If you click on the question it will take you directly to my reply.
Dr. T.
Does homework or class work count toward my grade?
According to your rubric, a score of "3" is proficient, but that's only 75%. Is that fair?
You allow me to reassess on scores of i - 2, why can't I reassess on scores of 3?
Why do you take so long to grade my assessments?
How do you handle marking periods and my grade?
1. Does homework or class work count toward my grade? - No. You should consider homework, class work, and other assignments as practice for your assessments. It is rare that students perform at high levels at their first attempt, especially in challenging mathematics classes. Deeper understanding of your Learning Targets and high levels of proficiency happen as a result of trial, practice, adjustments and feedback. Homework is part of the practice and learning cycle, and students should feel comfortable to take risks, make mistakes and not achieve their desired results immediately. Additionally, homework is not completed under supervision and as such is not a valid measurement of achievement. It is also very common for students to copy homework when it is a part of their grade and hence homework becomes part of a grading game for them. I will not count an invalid assessment that is intended to improve learning through practice and self reflection toward a students measure of their achievement. However, I do REPORT homework performance and check homework several times a week, similarly for class work. Think of it as me acting as a coach, and homework is part of going to practice. If students don't practice and I don't provide them with feedback, they won't perform well on game day.
2. According to your rubric, a score of "3" is proficient, but that's only 75%. Is that fair? - Yes. A score of 3 represents a level of proficiency ON A SINGLE LEARNING OBJECTIVE, not a grade of 75%. For years you have been given 4 point questions and awarded 3 points for small mistakes or lower than "expert" levels of achievement, but that is not the only question on the exam. Similarly, there are approximately 100 Learning Targets in any of my mathematics classes and a single 3 will not result in a grade of 75%. Providing you with Learning Targets allows me to use my assessment data to identify your strengths and weakness easily so I can help you to improve your learning and reach your achievement goals.
3. You allow me to reassess on scores of i - 2, why can't I reassess on scores of 3? - When I award you a score of 3 it means that you are proficient at that Learning Target. It is my goal as a mathematics instructor to do my best to bring all of my students up to at least that level. In order to do that I must allow them to relearn and reassess on the Learning Targets in which they have not assessed to this level. A level of 4 denotes that the student has exceeded the expectations of the course and shown evidence that proves him or her to be an expert at that Target. Keep in mind, it is rare for a teacher to allow all of their students to reassess and have a grade completed erased and replaced. It is a great deal of work creating and grading high quality assessments and even more work to do it repeatedly until a student is competent at an objective they have been taught.
4. Why do you take so long to grade my assessments? - I know, I wish I could get them back to students in a more timely manner as well. Keep in mind that every assessment is carefully designed and graded. When I grade an exam there are no multiply choice, true-false, short answer or grid in type questions that enable me to grade more quickly, these types of questions in my opinion do not provide enough insight into your level of achievement. This extends the time it takes to grade them. Additionally, for every exam I have to create Learning Targets in my grade book and enter them separately which is essentially the same as entering 5 - 10 grades instead of the traditional single grade entry. This allows you to quickly ascertain where you are weak and need to reassess. It takes longer, but is worth it. Bear in mind, it is also not a bad thing to wait a little longer to reassess. The material you learn should not be forgotten after an assessment due the cumulative nature of mathematics and the high stakes exams you will take in the future, and I DO NOT close my grade book at the end of the marking period.
5. How do you handle marking periods and my grade? - Your marking period grades are just s snapshot in time of your yearly grade which I calculate by summing all of your Learning Target scores and dividing by the maximum score possible. I know this is difficult for students to understand, so think of it this way; Theoretically, a student could never take an assessment all year, sit down for a few days with me and have a year end/transcript grade of 100%.