Fair Grading Practices
Running Head: An Analysis of Grading Practices
Examining the Validity of Current Grading Practices:
A Comparison of Two Models
Penn State University
Abstract
Grading is a topic in education which has caused much discussion and disagreement among educators; most agree that it has much potential to be used in ways which enhance student performance and achievement, but agreeing on specifics of how to design grading in a way most beneficial to students has been another matter. This paper compares two grading systems: the commonly used one hundred point system, and a fifty point system. It will examine the validity of both systems as in terms of measuring student achievement. Additionally, it will provide some points for educators to ponder as they seek to use the powerful tool of grading in ways most helpful toward our shared goal of providing the fairest and most meaningful motivation for our students.
Introduction For as long as there have been schools, certainly teachers and students have struggled with the issue of gradingthe former often using long held but often misguided beliefs about the purpose and method of grading and the latter often disgruntled with the perception that the process used was not fair. I have chosen this topic because grading is a very powerful tool for teachers, students, and entire school systems. Teachers use grades for many reasons: assessing students' comprehension of skills and information, holding students accountable, and reporting student achievement to parents and the school district. School districts use grades to determine the success rate of individuals, classes, and entire schools, as well as for identifying students to receive services.
However, for the individual student, grading can have the most significant and longest-lasting impacts. Students learn at a very early age that their grade is a measure of their ability, and can sense whether or not they will be successful students. Even in
Examining the Validity of Current Grading Practices:
A Comparison of Two Models
Penn State University
Abstract
Grading is a topic in education which has caused much discussion and disagreement among educators; most agree that it has much potential to be used in ways which enhance student performance and achievement, but agreeing on specifics of how to design grading in a way most beneficial to students has been another matter. This paper compares two grading systems: the commonly used one hundred point system, and a fifty point system. It will examine the validity of both systems as in terms of measuring student achievement. Additionally, it will provide some points for educators to ponder as they seek to use the powerful tool of grading in ways most helpful toward our shared goal of providing the fairest and most meaningful motivation for our students.
Introduction For as long as there have been schools, certainly teachers and students have struggled with the issue of gradingthe former often using long held but often misguided beliefs about the purpose and method of grading and the latter often disgruntled with the perception that the process used was not fair. I have chosen this topic because grading is a very powerful tool for teachers, students, and entire school systems. Teachers use grades for many reasons: assessing students' comprehension of skills and information, holding students accountable, and reporting student achievement to parents and the school district. School districts use grades to determine the success rate of individuals, classes, and entire schools, as well as for identifying students to receive services.
However, for the individual student, grading can have the most significant and longest-lasting impacts. Students learn at a very early age that their grade is a measure of their ability, and can sense whether or not they will be successful students. Even in
Cited: Dockey, E. R. (1995). Better Grading Practices. Education Digest, 0013127X, Vol. 60, Issue 5. Retreived September 13, 2006, from Professional Development Collection Database. Guskey, T. R. (2004). Are Zeros Your Ultimate Weapon? Education Digest, Vol. 70, Issue 3, pp. 31-35. Retrieved September 13, 2006, from Professional Development Collection Database. Guskey, T. R. (2001). Fixing Grading Policies That Undermine Standards. Education Digest, 0013127X, Vol. 66, Issue 7. Retrieved September 13, 2006, from Professional Development Database. Reeves, D.B. (2004). The Case Against the Zero. Phi Delta Kappan, Vol. 86, Issue 4, p. 324+. Retrieved September 13, 2006.