Grading discrepancies
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The document discusses different approaches to student grading and assessment. Traditionally, grades have reflected both academic and non-academic factors like effort, behavior, and timeliness of assignments. However, grades are meant to measure academic achievement and mastery of subjects. The document proposes a solution where teachers can enter grades into a school management software that calculates separate grades for academic performance and non-academic factors like behavior, providing more transparency.
Grading discrepancies
- 1. 12 11 10 9 MEASURING THE GRADING SYSTEM 8 Academic grades vs. non-academic grades: Will the real “A” student please stand up 7 6 5 4 3 2 1 INCH 0
- 2. 6 7 8 9 10 11 12 MEASURING THE GRADING SYSTEM “A” FOR EFFORT? Who are the best students – the ones who grasp the lesson immediate- ly, doze through most of class, neglect their homework and score high marks on the exam, or the ones who participate in class, complete their homework, study hard and earn mediocre marks on the exam? In most educational systems, grades are the main instrument used to measure student success in school, but what are they really telling you about the student or their progress? Traditional student grading and assessment practices have long been a source of debate and controversy in the educational community. The traditional approach to grading has not changed in decades. While most educators agree that the purpose of grades is to measure stu- dents’ subject knowledge, the reality is that attendance, effort, motiva- tion and deportment influence grading decisions. Research indicates that teachers’ evaluation of student performance is based largely on students’ non-academic achievements. Students who hand in home- work assignments on time, are not tardy and behave in class are more likely to earn higher grades. The New York Times recently reported a study conducted by Ellis Middle School in Austin, Minn., triggered by a discrepancy in students’ semester grades and their results on end-of-the-year exams. In many cases students earning A’s for the semester scored much lower on these exams. In contrast, students who earned lower semester grades often scored higher on their exams. After analyzing these results, Ellis Middle School faculty arrived at the understanding that teachers have been grading their students based on both academic and non-academic grades. Schools across the country are revamping the grading policy so that grades reflect subject mastery, not compliance. Parents need to know their children’s level of academic achievement, which is not possible using the current method of grading. However, the non-academic achievements are also important. What can be done to ensure accurate grading on all levels?
- 3. 3 4 5 6 7 8 9 10 11 12 MEASURING THE GRADING SYSTEM THE SIMPLE SOLUTION: DDC’s 360º At Dynamic Data Concepts, we developed a simple solution by creating a system where, using Campus 360º, teachers can enter their grades and 360º’s intelligence will calculate two final grades - an academic grade as well as a non-academic grade as illustrated in the chart below: ic cadem N on-A rade: Acad em 84% G Grad ic e: 96% 100% 12 12 12 12 12 90% 11 11 11 11 11 10 10 10 10 10 80% 9 9 9 9 9 70% 8 8 8 8 8 7 7 7 7 7 80% 6 6 6 6 6 70% 5 5 5 5 5 80% 4 4 4 4 4 3 3 3 3 3 70% 2 2 2 2 2 80% 1 1 1 1 1 INCH INCH INCH INCH INCH 70% 0 0 0 0 0 Student Compre- Application Home- Assess- Behavior: hension: of Skills: work: ments: 78 100 95 95 90 This is just one example of the many features available as part of the 360º Solutions Suite – the complete school management software. For a free demo, please call us at 718-259-3636.
- 4. 7 8 9 10 11 12 UPGRADE YOUR GRADING SYSTEM. Dynamic Data Concepts, LLC. 800-890-3962 1450 37th Street Brooklyn, NY 11218