Coming up with a plan on how to grade a scale was not the
easiest thing I've done in my teaching career. Throwing out my traditional
grade book and deciding I could follow this #ed trend in my Gwenie pig
fashion has felt kind of like strapping in for an amusement roller coaster.
Exciting, and yet a little bit hopeful for positive change. Can I elicit gains
in student achievement because the students are more interested in learning when
they don’t have to worry about grades? Can we have more open conversations
about how they think they are doing with the material? Let’s get on with the
ride and find out.
When I introduced the topic with the students they liked the
idea. They seemed to think this is how it should be. Then we talked about how
the scale should be graded. And this is what they said, minus one, 4- A+, 3- A
or B, 2- B, 1- C, 0 – F. I said ok, sounds good to me and they seemed surprised
at first, but then I told them that if they could show me they understood
pieces of the standard then they had average understanding, steps of the
standard was above average and at the goal or a 3 then they should get an A.
Above average does deserve an A+. So already we were on our way to these open
conversations about their learning. Now comes the logistics.
I was able to find a section in my gradebook called assignment
marks detail and create my own scoring system that looks like this. I based it
on the four point scale and gave myself room to give half points in the chance
that I would find a student between two ability levels. As you can see unless a
student truly cannot perform a task that leads to the standard, they will earn
a passing grade.
I am using this scale for practices, formative and summative
assessment. The categories are just different. The practice section is actually
labeled -does not count towards grade. It can be seen and it shows a
demonstration of progress towards the goal. It also demonstrates the practice
towards a goal and keeps accountability of both the student and teacher in
providing adequate teaching and practice and performing the practice. It is in
plain sight if none of the work has been performed and it would be evident if
the scores do not increase between one practice and another to indicate that
teaching or re-teaching had or had not taken place. If the students are giving
themselves their scores will they show variation, of course, because there will
always be checks and balances. Agree on a score, and have that conversation. Even
if you don’t include practice scores in the gradebook, it is imperative that
the teacher include significant feedback on student work. Student reflection
alone is not enough.
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