There are several areas of teaching that I am working on adjusting after reading about the "fixes" in grading. The two main things that I have really considered changing are using extra credit points in grading and not giving zeros. From one to the other, I have realized that giving extra credit or a zero does not give a true reflection of a student's grade. I have always offered extra credit (related to the content being covered) to challenge those who choose to do so. I have certain students who almost always do the extra credit work and others who almost never choose to do it. Those who do not choose to do the extra credit are showing me the true picture of where they actually are in terms of learning. With that, I am gradually pulling away from offering extra credit.
The second "fix" I am considering changing is give a zero for incomplete work. I usually put in a zero instead of an "I" for incomplete assignments. Once the work is turned in, I replace the zero with the points earned. The students seem to respond more quickly to completing the work when they realize how the zero is affecting their grade. I only give a zero (that remains in the grade book) on assignments that a student refuses to do. The concept of not giving a zero is one that will take some "getting use to" as it is something that I am not entirely "sold on". After visiting with several students about these "fixes", they have shared with me that it would affect how they approach studying and preparing for class. Of the many "fixes" in this text, these are two that have made me consider changing how I grade.
Thursday, December 19, 2013
Wednesday, November 6, 2013
Grading "Fix #2"
After reading Chapters one and two in Ken O'Connor's book entitled A Repair Kit for Grading: 15 Fixes for Broken Grades, I found fix number two to be one that I have given considerable thought. It has made me view how I grade late work and implement some changes that I have made to help support students rather than give reduced grades or a zero on late work.
When I first began teaching, I was fixed on set manners of grading. Of course, many of those were followed by me in high school and college. Responsibility was always something to consider when completing and turning in assignments on time. If work was not handed in on time, the result was a reduced or failing grade. For students who were concerned about their academic performance, turning work in late wasn't an option. For others it may have set them up for failure. Considering these two situations and listening to the good points that were brought up during our class discussion, I now have some different thoughts on how to deal with "late" work.
Students learn at different rates and may need more time to complete their work and master certain concepts. Prior to the reading and discussion, I went from "no work equals a zero" to dropping the score on the assignments by 25% per day until it was turned in--with day four being an automatic zero. By allowing students to take a zero or reduced grade, I have realized that I am not able to note improvement or see if the students are mastering the concept being taught. I have since allowed them to turn in work within a given period of time. If they turn something in "half" finished, they will get it back to fully complete. The students are starting to realize that "half" isn't good enough for me and shouldn't be for them either. Some would agree that this isn't teaching the students to be responsible as deadlines will more than likely be a part of their future whether it be in college or in their jobs. I feel that if a student is working on mastery of a concept, and needs more time, that they should be able to have extra time to promote learning and mastery of that particular skill. I have visited with my students about turning work in on time. I have told them that if their work is not turned in within the time frame given, they need to come in and finish it with me so I can assist them if needed. Most have been very receptive to, and welcome the extra help. One other topic that was discussed in class that parents and students may find beneficial would be to incorporate "timeliness" on report cards. It could easily be added into the "comment" section so parents are aware if this is an issue with their child.
Of the "fixes" that we have read about and discussed in chapters one and two, "fix two" is one that has truly made me reconsider how I have been grading late work. It has not only changed my approach on accepting and grading late work, but also the manner in which I am supporting the education of my students.
When I first began teaching, I was fixed on set manners of grading. Of course, many of those were followed by me in high school and college. Responsibility was always something to consider when completing and turning in assignments on time. If work was not handed in on time, the result was a reduced or failing grade. For students who were concerned about their academic performance, turning work in late wasn't an option. For others it may have set them up for failure. Considering these two situations and listening to the good points that were brought up during our class discussion, I now have some different thoughts on how to deal with "late" work.
Students learn at different rates and may need more time to complete their work and master certain concepts. Prior to the reading and discussion, I went from "no work equals a zero" to dropping the score on the assignments by 25% per day until it was turned in--with day four being an automatic zero. By allowing students to take a zero or reduced grade, I have realized that I am not able to note improvement or see if the students are mastering the concept being taught. I have since allowed them to turn in work within a given period of time. If they turn something in "half" finished, they will get it back to fully complete. The students are starting to realize that "half" isn't good enough for me and shouldn't be for them either. Some would agree that this isn't teaching the students to be responsible as deadlines will more than likely be a part of their future whether it be in college or in their jobs. I feel that if a student is working on mastery of a concept, and needs more time, that they should be able to have extra time to promote learning and mastery of that particular skill. I have visited with my students about turning work in on time. I have told them that if their work is not turned in within the time frame given, they need to come in and finish it with me so I can assist them if needed. Most have been very receptive to, and welcome the extra help. One other topic that was discussed in class that parents and students may find beneficial would be to incorporate "timeliness" on report cards. It could easily be added into the "comment" section so parents are aware if this is an issue with their child.
Of the "fixes" that we have read about and discussed in chapters one and two, "fix two" is one that has truly made me reconsider how I have been grading late work. It has not only changed my approach on accepting and grading late work, but also the manner in which I am supporting the education of my students.
Sunday, February 24, 2013
Thoughts on Grading
Based on class discussions and information from the text, Elements of Grading, I am attempting to try some different approaches to grading. For most of my career as an educator, I have been completely set on the "total points" system of grading with no assignments weighted at a higher percentage than another. I have attempted working with different rubric methods, with none that I have felt comfortable as far as accuracy and specificity. Immediate and clear feedback is one strength of the use of the rubric manner of grading. I have since tried different techniques of grading and have gone back to the "total point" method. Now, after reading and discussing other approaches to grading, I am more open to trying different methods of grading. Ultimately, I am hoping to develop (with the help of my students) a rubric or point system that will be more accurate, specific and timely for my students. The goal that I am hoping to achieve is consistent and quality feedback for the kids. I truly believe that the use of a rubric or point system will better "communicate grades in a manner that is more clear to students and parents" as stated by Reeves. During class discussions it was made evident that "grades" on certain assignments can be deceiving to students and parents as to how the kids are performing on certain tasks. Using a different approach such as the 4-point scale would be much more clear to students and parents as it can explain exactly how the student is performing on certain tasks. Another approach that I particularly like is the following from Reeves' text:
A=At least four assessments with a final score of 4 and two assessments with a final score of at least 3.
B=At least four assessments with a final score of at least 3 and two assessments with a final score of at least 2.
C=At least three assessments with a final score of at least 3.
This would allow me to present each student with a more clear picture of their progress. My final thought following the reading and discussion deals with the idea of praising students for their effort and performance rather than their grade. Students may not master a certain concept as quickly as another. The progressive steps toward mastering a specific concept should be recognized. Not only will this encourage the kids to continue working toward mastering the task at hand, it will also help them to stay focused on the outcome of being successful in whatever they do.
My current practices will continue to change. I am hoping,with the help of my students, to develop a more clear, timely and accurate system of grading that will be beneficial to myself as well as to my students.
A=At least four assessments with a final score of 4 and two assessments with a final score of at least 3.
B=At least four assessments with a final score of at least 3 and two assessments with a final score of at least 2.
C=At least three assessments with a final score of at least 3.
This would allow me to present each student with a more clear picture of their progress. My final thought following the reading and discussion deals with the idea of praising students for their effort and performance rather than their grade. Students may not master a certain concept as quickly as another. The progressive steps toward mastering a specific concept should be recognized. Not only will this encourage the kids to continue working toward mastering the task at hand, it will also help them to stay focused on the outcome of being successful in whatever they do.
My current practices will continue to change. I am hoping,with the help of my students, to develop a more clear, timely and accurate system of grading that will be beneficial to myself as well as to my students.
Sunday, January 27, 2013
Rethinking Grading
After thinking more about how I grade, I realized that it may be more beneficial to allow the students to have more of a decision on how assignments are assessed. I currently follow the "old school" methods and grade on total points. I am now in the process of designing rubrics to allow the students to do more self-assessing than I had before. I feel that if the students can actually "pick apart" their own work, they may be made more aware of the areas that they need to improve. Likewise, I plan to have the students assess eachother's work, in hopes of having them help one another to improve. Feedback is very important as well. I choose to give the kids more time in class to work so that I can see the work being done. This way I can try to give immediate feedback and can correct any errors as they may occur. Asking the students for feedback on how I teach them has been helpful for me as well. I have had some inform me that, at times, I may be going too fast for them. Others have stated that more examples would be beneficial. Getting this information from them not only helps me to improve my teaching methods, but also allows for them to know that they can feel comfortable coming to me. After our class discussion, I have had my eyes opened to the many angles that grading may be approached. The time that it takes certain students to learn a concept will obviously vary. Do we give a zero on an assignment just because it takes one student longer to successfully grasp that concept? I am timely in accepting work from students. I try to visit with each one daily to see how they are progressing. I do give failing grades to students who have not turned in their work, but do allow them to hand in assignments for "late grades". Many times the kids do not realize that they have not turned in their homework until I put a zero in the computer on their assignment. Once they realize that the missing work is affecting their overall grade, they will turn in the assignment. I feel that they should be held accountable for their work and be responsible to turn it in on time. However, if they are struggling to learn a certain idea, do I allow time for that? If a student comes to me and lets me know that they don't understand the content being taught, I allow for more time to complete the work. After reading the first two chapters (or the beginning of the first one) my ideas of grading have changed. I hope to continue to grow as an instructor and develop new strategies on how I teach and how I assess my student's work. The reading of this text has enabled me to see just how much one can GROW!
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