Purposes and Principles of Grading
What are the different purposes of grading?
Common purposes of grading include:
My purpose of grading is to document academic achievement.
- Communicate to students
- Give feedback (comments)
- Represent student learning
My purpose of grading is to document academic achievement.
What are fair and ethical practices of effective grading?
Ken O’Connor (2009) stated, “appropriately designed grading systems can help identify where students are in their understanding and what they need to improve” (p. 2). In his research on grading practices, O’Connor (2009) found no discrepancies among the following practices:
O’Connor (2009) continues his list by adding in the beliefs he came to after researching:
Based on his research, O’Connor (2009) suggests that in order for students to become proficient, “self-directed, independent, lifelong learners, grades must be seen as communication tools and not as motivators” (p. 6).
Zeros should not be given for missing assignment as it uses grades as a punishment. The most common American grading scale gives letter grades A through E. This method is unfair due to its lack of proportion. An A ranges from 90-100% and a B is from 80-89%. However, an E covers the vast range of 0-59%. Douglas Reeves (2004) asked readers “how many points would be awarded to a student who failed to turn in work on a grading scale of 4, 3, 2, 1, 0,” (p. 325). Reeves (2004) thought it was safe to assume that “not a single person arrived at the answer “minus 6,” (p. 325). Yet, that is what happens when students receive a zero for a missing assignment.
An alternative consequence for not turning in or completing an assignment would be to require the completion of the assignment during the student’s free time, including recess, study-hall, or unstructured class time (Reeves, 2004, p. 325). Reeves (2004) suggests that students are more motivated by “the opportunity to earn greater freedom and discretion by completing work accurately and on time” (p. 325).
Regarding the method for grading, Reeves (2004) advocates for the “return to a four-point system” (p. 325). This scale will still use letter grades A through E, but the ratio will be fair. For example, the difference between an E (zero) and a D is one point, just as it is between a B and an A (Reeves, 2004, p. 325).
- Communicating grading methods to students
- Attitude not in grades
- Interest not in grades
- Personality not in grades
- Written tests in grades
- Oral questioning during instruction not in grades
- Performance assessments in grades
- Normal distribution not used (p. 2)
O’Connor (2009) continues his list by adding in the beliefs he came to after researching:
- Grades must be about achievement with behaviors reported separately
- Grades must be determined primarily from summative assessments
- Formative assessment should be no mark, comment only and provide clear, specific, descriptive feedback
- Learning goals—both the what and the how well—must be clear for teachers, students, and parents
- Emphasis must be placed on intrinsic motivation (p. 6)
Based on his research, O’Connor (2009) suggests that in order for students to become proficient, “self-directed, independent, lifelong learners, grades must be seen as communication tools and not as motivators” (p. 6).
Zeros should not be given for missing assignment as it uses grades as a punishment. The most common American grading scale gives letter grades A through E. This method is unfair due to its lack of proportion. An A ranges from 90-100% and a B is from 80-89%. However, an E covers the vast range of 0-59%. Douglas Reeves (2004) asked readers “how many points would be awarded to a student who failed to turn in work on a grading scale of 4, 3, 2, 1, 0,” (p. 325). Reeves (2004) thought it was safe to assume that “not a single person arrived at the answer “minus 6,” (p. 325). Yet, that is what happens when students receive a zero for a missing assignment.
An alternative consequence for not turning in or completing an assignment would be to require the completion of the assignment during the student’s free time, including recess, study-hall, or unstructured class time (Reeves, 2004, p. 325). Reeves (2004) suggests that students are more motivated by “the opportunity to earn greater freedom and discretion by completing work accurately and on time” (p. 325).
Regarding the method for grading, Reeves (2004) advocates for the “return to a four-point system” (p. 325). This scale will still use letter grades A through E, but the ratio will be fair. For example, the difference between an E (zero) and a D is one point, just as it is between a B and an A (Reeves, 2004, p. 325).
Click here to continue to my personal beliefs of grading.