October 1, 2012
Grading Practices Committee
Notes/Exit Ticket Responses
In attendance: Heather Davis Schmidt, Kevin Ritchlin, Raenelle Dayton, Alanna
Vaneps, DeeAnn Mooney, Tami McMahon, Doug Tallent, Dani Smith, Kye Nuttall,
Miriam Richmond, Julie Robitaille, Brad Chumrau, Kate Beals
Head: One thing I will continue Heart: On thing I am feeling
Hand: One thing I will do as a
to think about as a result of our right now…
result of our work and
conversation about grading
conversation…
st
practices and the MCPS 21
Century Model of Education…
 The impact of grades on
 Confused – out of my
 Read the “Model of
students as well as the
comfort zone and out of
Education” to gain a
impact on teachers.
my knowledge zone.
better understanding.
How can grades really
 Whether or not I can
 Read the assigned
reflect the student’s
contribute anything
material and try to get a
performance but be
worthwhile to the
better understanding of
realist for the teachers
project.
the 21st Century Model
to administer?
of Education
 Overwhelmed by the
 What role I can play
 Find out how people
scope of revamping a
 The purpose of grades
grading system
perceive given grades
in the “real” world (e.g.
 Hopeful that what we do
 Think, think, think.
how can grades help
as teachers are taught in
 Begin to research
students learn to be
the way that cultural
models for assessment
citizens?)
groups expect.
 Think about: how will I
 How poverty effects
 Disconnect between
develop a structure to
students and grades
standardized tests, some
do the work that lies
they are given
current grading
ahead?
 What would it take to go
practices, and the
 Read assignment for
to a model where
student profiles and
next time, talk to
st
essential targets are
outcomes in the 21
teammates to see what
identified and agreed
Century Model of
their “wish lists” or
upon and assessed with
Education
frustrations are,
tools which measure
 Overwhelmed…these
regarding grading
learning
discussions will lead to a
systems
 Looking at standardstremendous amount of
 Look for articles that tie
based grading models
work. All on one person
learning targets to
and restructure of our
to develop?
assessments to grading
report cards
 A bit overwhelmed – a
practices at the high
 How can our reporting
lot to take in.
school level

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accurately reflect skills
such as: collaboration,
problem-solving, critical
thinking, etc.
How can we work
towards a system where
grades convey meaning?
The true purpose of
assessment; how can we
extract judgment from
assessment? What do
we hope to achieve?
Appropriate grading
practices
What do grades mean?
How/what does a
standards-based
learning system look
like? Do we focus on the
idea of “backwards
design” and look at
what we want the
product/behavior/effec
t to be and work back
from there?
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Our work with learning
targets can possibly be
the foundation of a new
grading system
This is quite the layered
onion! Love all the
different perspectives.
Satisfied
Still very confused and
unsure how to give
appropriate grades
Concerned that I might
be more of a “high
school” opinion than a
middle school
philosophy when I
speak at the table. Or
perhaps I am too much
of a parent? Or a
dominant voice? Or
coach?

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Find out what colleges
are doing with their
grading practices
Read and research;
gather exemplars
Bring ideas to next
meeting
Discuss how my
principal feels about
grades
Try to find myself a
“couple” of hats to wear
while in the room so
that I can focus my
efforts.