Assessment and Grading for students. What stood out to me upon reading Cooper’s Chapter 9 was the idea that grading
Early in the semester, I commented on the importance students accord to grades. For most students, a grade is considered far more important than what they have learned throughout the school year of a specific term. But, what goes into grading, and how do educators reach these grade? Of course a grade is far more than a numerical value given to a piece of work. A grade reflects a student’s achievement level or lack thereof. In chapter 9, Cooper provides some useful insight in regards to grading and reporting. While many schools have “attempted to move towards are more standard-based curriculum, grading practices and techniques have by and large remained unchanged” (2). As per claimed by Thomas R. Guskey and Jane M. Bailey authors of Developing Standard-Based Report Cards, “a standards-based report card breaks down each subject area into specific elements of learning to offer parents and educators a more thorough description of each child’s progress towards proficiency” (2). In other words, the grade, or more specifically, the report card should communicate “essential learning targets or achievement categories” (Cooper, 195). Traditionally, a grade is given to a student based on an assessment methods whether a quiz or test. After the student submits their test, quiz or project, one grade entry is given to the student. This grade is usually attributed to the student based on criteria present in a grading rubric, however, it is important to remain aware that rubrics “emphasize structure and conventions” (185). As explained by Cooper, “the scores that a student receives on the set of assessments comprising the grade may not fully or accurately represent what that student actually has learned about the learning targets in question” (202). In this context, according to the standard-based grading system, a grade is accorded to a student “based on learning goals and performance standards.” In most cases, the problem that presents itself with traditional grading techniques lies in the fact that it fails to communicate to parents, as well as the student, what they understand or have learned from the course. When considering a student’s achievement or failure in a class, numerous variable come into play. For example, perhaps a student did poorly on a test or failed to submit an assignment because he or she is suffering from emotional difficulties or stressors such as bullying or problems at home that are preventing the child from achieving success in the classroom. In order to deal with incomplete assignments, Cooper urges teachers to create a plan to insure work is completed. He claims, “the plan should include home contact, a completion contract, and should temporarily deprive the student of free time by assigning him or her to a supervisor study area during lunch or after school” (207). The Ministry Document titled: Growing Success, provides an extensive list of preventions methods that can be used by teachers to diminish the amount of late or missed assignments. These preventions methods aim at assuring that students are held responsible for their failure to submit their work, but also ensure that the work is completed in a given time. In elementary school, the last period of every Friday would be a free-play period. During these free-play periods, students would be able to do anything besides school work. However, if a student failed to submit their homework or failed to hand-in an assignment, the student would be prohibited from participating in free-play. Rather, the student would be sent to an empty classroom, where he or she would have to complete their unaccomplished work, under the supervision of a supply teacher. This also pertains to argument raised in Growing Success, which claims “that student must understand that there will be consequences for not completing assignment for evaluation or for submitting those late assignment” (43). This teaches the students that they must complete their work when necessary in order to get a reward, such as free-play on Friday afternoons. I would also argue, however, that if a student fails to complete work as a result of emotional or physical stressors, other measures should be put in place in order for the student to properly address the problems that may be preventing them from completing said work. In any case, as claimed by both Cooper and in Growing Success, a late or missed should not be given a grade of zero rather, an “incomplete” should be written on the report card. It has been argued that “success is the best way to breed success” (46) yet, these extreme measures may only serve to further discourage the student(s), and prevent them from completing the required tasks. At last, in the final pages of this chapter, Cooper present seven guiding principles for determining grades. As per claimed in Growing Success, in order to ensure the most accurate grade possible, “evidence of student achievement must be collected over time from three different sources, observation, conversation, and student products” (39). I would also argue that a student’s recent achievements and ability to improve should be taken into consideration when grading or providing feedback for a report card. In my opinion, a student’s ability to learn and as a result improve their skill if far more important than a grade that might discourage the student.
1 Comment
linda radford
11/14/2015 04:25:31 pm
I agree that student success has to be so much more than just a grade but when it comes to grading, I hope a student's recent achievements are recognized. The assessment for and of learning can really make the difference here!
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