Session 33 Grading by gegeshandong

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									Changing the Culture of Grading in
   a Standards-Based System
                           Kathryn Schladweiler
                  Cheryl Ross, High School Mathematics
                Kelly Penn, 8th Grade Reading/Language Arts
                       James Spicer, Board President
                      Mason City Community Schools
                             Mason City, Iowa

     For further information contact: kschladweiler@mason-city.k12.ia.us
        The challenge of the culture
 Few practices in education are as sacred and yet
 deleterious as grading.
             Edwards, 1999
               Traditional Grading
 A, B, C, D, F
 Academic achievement
  tainted by non-academic
  factors
 Grade everything and
  average it together
 Chronological listing of all
  the assignments
 Report only 1 grade for a
  class
What do grades mean in a standards-
         based system?
 Clarity
 Consistency
 Alignment
 Articulation
 Student-centered vs
  teacher-centered
 “J” curve, not bell curve
    The goal: clarity and consistency
Through staff development
Through the work of study
  groups
Through policy
Through report card changes
    Guiding questions for staff development
 What are the purposes of
  grades?
 What should be the
  reference points for
  grades?
 What should be included
  in grades?
      Focusing staff development
           beliefs through district-wide staff
 Addressing
 development
   “Bob in a Box”
   Study groups focused on research
   Task force for policy change
         What study groups did…
What should be the purpose of grades?
 Study and analysis of the research on grading and
  grading practices
 Analysis of district practices and procedures
 Board also engaged in study of the research
       Results of Staff Development
 Standards should be the
  reference points for grades
 Academic achievement
  should be separate from
  nonacademic factors
 A policy needed to be
  developed for consistency.
                 The role of policy
 Itis very rare to find a district policy that provides
  real guidance to teachers as to how they should
  compose students’ grades.
              Kevin O’Connor, 1999
        Getting beliefs into policy
 The role of the board
 The role of district leaders
 The role of a task force
 The role of critical friends
 The role of piloting
 The role of communication
       Standards-Based Grading Policy
                Foundations
 Academic achievement
  reported separately from
  non-academic factors
  (productivity)
 Academic grades are
  entered into electronic
  grade book by standards
  and reported out by
  standards.
    Implementation Issues & Concerns
 Impact on teachers,
  students and parents
 Clarity on definitions
 Consistency on “values”
  assigned to grades
 Designing and grading
  assessments
        Impact of Acting on Beliefs
 Think differently about
  grading
 Think differently about
  lesson design and
  assessment
 Think differently about
  communicating about
  grades

								
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