FACTOR
SCENERIO
Achievement
Aptitude
Assume 2 students
demonstrate exactly
the same level of
achievement; the level
falls between 2 grades;
1 is an overachiever,
other is an
underachiever.
Question: is it
appropriate to assign
different grades by
factoring in academic
aptitude into grading
equation?
Effort
Assume 2 students
demonstrate same level
of achievement; the
level falls between 2
grades; one tries harder
than other.
FOR
Schools
Society
Life Lesson
Schools: exist to
promote student
achievement. Schools
are deemed effective if
students achieve. Sets
students up for future
success.
Society: values those
who succeed and
achieve.
Life Lesson: expected
to achieve after school.
Schools: students who
learn more and learn
quickly are expected to
attain a higher level of
achievement and get
good grades.
Society: each is to
reach own highest
potential.
AGAINST
Define
Assessment
Signal Noise
RESOLUTION
Mutual Definition
OPTIONS
Define: no clear
definition or agreement
among experts.
Assessment: not yet
possible to measure
dependably--do not
possess the tools.
Signal Noise: teachers
define, assess, and
factor into grade
computation equation
differently, so message
receivers cannot
discern intended
message.
No definition translates
into sound assessment and
treats each student equally.
No place for
aptitude/intelligence/ability
in report card grading
equation.
Schools: effort related
to achievement results
in those who try harder
learning more. Greater
effort equals greater
achievement.
Define: how to define
‘try hard.’ Varies from
teacher to teacher.
Assess: varies from
teacher to teacher.
Also differ in integrating
Must decide what we
value: learning, effort, or
both.
Mutual definition: needed
along with assessment
tools and procedures.
Have a carefully
planned continuously
progressive curriculum
enables teacher to
tailor instruction to
move student on to
next step in mastery of
knowledge, demo
reasoning proficiency,
performance of
required skills, creation
of product. The success
in reaching targets is
reflected in grades.
Both teacher and
student see progression
until success is
achieved.
Report effort and
achievement data
separately.
Teacher learns
students’ needs and
interests to align
Question: is it
appropriate to assign
different grades by
factoring in effort into
the grading equation?
Society: values effort
because it contributes
to collective well-being.
Life Lesson: greater
effort equals greater
achievement.
information into
grading equation.
Signal noise: message
receivers cannot
uncover subtleties of
teachers’ intended
message.
Students: in control of
decision to follow rules
and deadlines.
No penalty for those who
need little effort to learn.
instruction to them.
Teacher and student
work together to
establish clear and
specific targets to know
they are succeeding.
Instructional activities
are interesting. Keep
action moving. Keep
targets in mind.
Compliance
Assume 2 students
demonstrate same level
of achievement; one
obeys rules and one
does not.
Question: is it
appropriate to lower
the grade of later
student?
Define: values differ on
when and when not to
comply.
Assess: teachers gather
evidence of different
sorts, give different
weights to the
elements.
Signal noise: message
receiver cannot
determine message
being sent.
Don’t permit information’s
accuracy to be sacrificed by
lowering grade as
punishment.
Laws protect against
grading policies that permit
grade reduction and effect
equal access to future
educational opportunities.
Courts compel teachers to
separate punishment from
achievement records.
Options for alternative
punishments include
detention, limiting
access to desirable
activities, community
service, etc.
Attitude
Assume 2 students
demonstrate same level
of achievement; level
falls between 2 grades;
one has a positive
attitude and the other
has a negative one.
Question: are you
justified in assigning
different grades by
factoring in attitude
into the grading
equation?
School: compels
attendance and
punctuality; is a
classroom management
tool; cheating results in
an F.
Society: Law says must
attend school. Values
following rules to
preserve social order.
Life Lesson: personal
responsibility is
necessary for success.
School: positive
attitude is a valued
outcome of school. Is
an effective classroom
management tool if
based on treating
others well, listening to
teacher, interact
appropriately.
Life Lesson: a positive
attitude will gain more
of life’s rewards.
Define: not always
clear which attitudes
are positive.
Assess: how? Students
can manipulate it.
Signal noise: teachers
have different values
for which attitude is
positive, different
assessments, different
weights in grading
equation. Receivers
cannot read message.
Define which use of
attitude information
produces greatest good for
students.
It is bad practice to factor
attitudes into report card
grading equation.
Do not entangle
student achievement in
grading equation with
other student
characteristics of
aptitude, effort,
compliance, and
attitude. Reflect
student attainment of
achievement targets
matching standards in
grading equation.