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.
