GRADING FOR
LEARNING
Proposal
(Based on findings from research and experts)
PROPOSAL
Carve a uniform grading policy that:
• Publishes a purpose of grades statement
• Identifies acceptable measures for grades
• Assigns a weight for benchmarks (by strand): with the caveat
that it is one of five recent summative measurements.
• Eliminates the practice of trimester “Averaging” and assigning
“0”s
• Shifts the base of grades from type of assignments to content
strands.
PHILOSOPHY
“Standards-based grading is based on the principle
that grades should convey how well students have
achieved standards. In other words, grades are not
about what students earn; they are about what
students learn.”
-Brookhart, 2011
MAIN PURPOSE
….is “to communicate achievement”
-O’Connor, 2002
CHALLENGE #1
What we’re using.
JUST PLAIN BAD PRACTICES
Including “group work”
Including non-academic factors:
• Behavior and Habits
• Tissue box extra credit
• Projects that don’t demonstrate level of
achievement towards standards
JUST PLAIN BAD PRACTICES
Including “group work”
Including non-academic factors:
• Behavior and Habits
• Tissue box extra credit
• Projects that don’t demonstrate level of
achievement towards standards
CA Science Standards: Grade 9-12
Conservation of Matter and Stoichiometry
3. The conservation of atoms in chemical reactions leads to the
principle of conservation of matter and the ability to calculate the
mass of products and reactants. As a basis for understanding this
concept:
a. Students know how to describe chemical reactions by writing
balanced equations.
b. Students know the quantity one mole is set by defining
one mole of carbon 12 atoms to have a mass of exactly 12
grams.
c. Students know one mole equals 6.02x1023 particles
(atoms or molecules).
CA Science Standards: Grade 9-12
Conservation of Matter and Stoichiometry
3. The conservation of atoms in chemical reactions leads to the
principle of conservation of matter and the ability to calculate the
mass of products and reactants. As a basis for understanding this
concept:
a. Students know how to describe chemical reactions by writing
balanced equations.
b. Students know the quantity one mole is set by defining
one mole of carbon 12 atoms to have a mass of exactly 12
grams.
c. Students know one mole equals 6.02x1023 particles
(atoms or molecules).
MOLE DAY PROJECT RUBRIC
STUFFED MOLE
Obituary
1. Typed single -spaced on a 6” x 4” index card (10 pts)
2. Card is completely filled- (5 pts)
3. The information is in obituary form (10 pts)
4. The obituary is original with accurate data about the
Scientist- it is not plagiarized (10 pts)
_________
_________
_________
JUST PLAIN BAD PRACTICES
_________
Stuffed Mole
1. The mole is at least five and a half inches or larger (5pts) _________
2. Costuming and props are present (20 pts)
_________
3. The mole is original and creative. It is obvious that a lot of
time and thought was put into the making of the mole.(25 pts) _________
4. The mole depicts the scientist accurately and the scientist came
from either the physics, chemistry, engineering, or mathematical disciplines
or inventor (10 pts)
_________
Presentation of mole
1. The student’s name is found on the mole. (5pts)
_________
TOTAL POINTS OUT OF 100 ________LETTER GRADE _______
CHALLENGE #2
How we arrive to the grade.
HODGEPODGE GRADES
MERGE and AVERAGE assignments within label
• tests, quizzes, projects, homework, punctuality,
participation, habits, effort, and other pieces
ASSIGN each label an idiosyncratic weight
“NUMBER CRUNCHING”
HOW IT’S ALWAYS BEEN
“…why did we succumb to the notion that because
something is easy to calculate it must be pedagogically
sound?”
- O’Connor and Wormeli, 2011
AVERAGING FALSIFIES
Guskey, 1996, Marzano, 2000; O’Connor, 2009, 2010; Reeves, 2010; Wormeli, 2006; Wright, 1994;
“It’s unethical and inaccurate to include in a
grade digressions in performance that occur
during the learning process, when a grade is
supposed to report students’ mastery at the end
of that process.”
-O’Connor,
2011
WHAT WE MEAN IS THAT
IT’S MEAN TO USE THE
MEAN.
WHO DO YOU WANT?
Parachute Packer
Packer A
Packer B
Average
56%
72%
Who do You want to Pack your Parachute?
56%
100%
90%
80%
70%
72%
60%
50%
40%
30%
20%
10%
0%
Jan
Feb
Mar
May
June
Apr
May
June
Created by Sandy Sanford. Used with permission
Assessments
Alex
Karen
Jennifer
Stephen
Assessment 1
63
0
0
0
Assessment 2
63
0
10
0
Assessment 3
63
0
10
62
Assessment 4
63
90
10
62
Assessment 5
63
90
100
63
Assessment 6
63
90
100
63
Assessment 7
63
90
100
90
Assessment 8
63
90
100
90
Assessment 9
63
90
100
100
Assessment 10
63
90
100
100
Total
630
630
630
630
Mean
63%
63%
63%
63%
Adapted from O’Connor, 2002
Assessments
Alex
Karen
Jennifer
Stephen
Assessment 1
63
0
0
0
Assessment 2
63
0
10
0
Assessment 3
63
0
10
62
Assessment 4
63
90
10
62
Assessment 5
63
90
100
63
Assessment 6
63
90
100
63
Assessment 7
63
90
100
90
Assessment 8
63
90
100
90
Assessment 9
63
90
100
100
Assessment 10
63
90
100
100
Total
630
630
630
630
Mean
63%
63%
63%
63%
Median
63%
90%
100%
63%
Adapted from O’Connor, 2002
INSTEAD…
Use the 4 most recent measurements and the
district benchmark to determine the final grade.
“From a mathematical perspective, at least three scores are required…from a
measurement perspective, I usually recommend at least four assessments per topic
per grading period, and ideally five.” (Marzano, 2006)
CHALLENGE #3
What we are doing if
they don’t do it.
GOTCHA!
“Teachers use zeros when students fail to submit
work because teachers feel that if nothing has been
submitted, the score should reflect this, and that
the zero will lead to more responsible actions in the
future.”
-O’Connor, 2002
GOTCHA!
“No studies support low grades or marks as
punishments. Instead of prompting greater effort,
low grades more often cause students to withdraw
from learning.”
-Guskey, 2000
GOTCHA!
“Doug Reeves (2004) reminds us that a zero on the 100point scale is six levels-six increments of 10-below a failing
60 and that this equates mathematically to a -6 on the 4.0
scale...Ben would have to climb six levels higher just to get
even with absolute failure.”
INSTEAD
Do I have enough evidence to make a valid and reliable
judgment of this student’s achievements?
• Yes: determine the grade without the missing piece.
Use an “I” to report the missing grade and report in
work habits section.
• No: Assign an ‘I” and provide opportunity for
completion by agreed upon date. After the contract
expires, it becomes an “F”.
CHALLENGE #4
How are we determining
the final product?
HODGEPODGE GRADES
MERGE and AVERAGE assignments within label
• tests, quizzes, projects, homework, punctuality,
participation, habits, effort, and other pieces
ASSIGN each label an idiosyncratic weight
“NUMBER CRUNCHING”
MAGIC WEIGHTS
Category
Weight
Classwork
15%
Homework
10%
Quizzes
25%
Tests
50%
Final Grade
100%
INSTEAD
Category
Weight
Word Analysis and
Vocabulary
Reading
Comprehension
Literary Response
50%
Final Grade
100%
35%
15%
INSTEAD
Category
Weight
Sentence Structure
20%
Grammar
20%
Punctuation
40%
Capitalization
20%
Final Grade
100%
INSTEAD
Category
Weight
Organization and
Focus
Research
38%
Evaluation and
Revision
Final Grade
37%
25%
100%
QUESTIONS?
References
Brookhart, Susan M. (2011) Starting the conversation about grading. Educational Leadership, 69,
10-14
Guskey, T. R. (2000). Grading policies that work against standards…and how to fix them.
NASSP Bulletin, 84(620), 20-29
Guskey , T.R. & Bailey (2001). Developing grading and reporting systems for student learning, Thousand
Oaks, CA: Corwin Press
Marzano, R.J. (2006). Classroom assessment and grading that work. Alexandria, VA 2006
Marzano, R. J.(2007). The art and science of teaching: A comprehensive framework for effective instruction.
Alexandria, VA: ASCD.
O’Connor, K. (2002). How to grade for learning Glenview, IL: Pearson
O’Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Portland, OR: Educational
Testing Service.
O’Connor, K. & Wormeli, K. (2011) Reporting student learning. Educational Leadership, 69
Reeves, D. B. (2004). The case against zero. Phi Delta Kappan, 86(4), 324-325.
Reeves, D. B. (2008). Leading to change: Effective grading practices. Educational Leadership
65(5), 85-87.
Wright, R.G. (1994). Success for all: The median is the key. Phi Delta Kappan, May, 723-725