The power of zero

The Power of ZERO

adapted from the presentation:

Grading PracticesDouglas Reeves, Ph.D.

The Power of ZERO

adapted from the presentation:

Grading PracticesDouglas Reeves, Ph.D.

GradingGrading• Grades = Feedback to Improve

Performance!

• If you have high levels of success and low failure rates, your policy is sound and should be left alone.

• If you have low levels of success and high failure rates, what you are doing is not working.

• The “Real World” is not “You have one chance at it and you’re done”.

• Grades = Feedback to Improve Performance!

• If you have high levels of success and low failure rates, your policy is sound and should be left alone.

• If you have low levels of success and high failure rates, what you are doing is not working.

• The “Real World” is not “You have one chance at it and you’re done”.

GradingGrading• We seldom use “average” for anything else

except grades.

• Grades must never be used as punishment. It doesn’t work!

• Rewards for work done daily are far greater than punishment for work done late.

• The Driver’s License Test example – chance to “re-do/re-take”

• We seldom use “average” for anything else except grades.

• Grades must never be used as punishment. It doesn’t work!

• Rewards for work done daily are far greater than punishment for work done late.

• The Driver’s License Test example – chance to “re-do/re-take”

Toxic (Ineffective)

Grading PoliciesToxic (Ineffective)

Grading Policies• The use of “zeroes” for missing work.

Consequence should be to complete the work!

• The practice of using the “average” of all scores during the grading period, a formula that presumes that the learning early in the semester is as important as learning at the end of the semester. (Marzano 2000; O’Connor, 2007)

• The use of the “grading period killer” – the single project, test, lab, paper, or other assignment that will make or break students.

• The use of “zeroes” for missing work. Consequence should be to complete the work!

• The practice of using the “average” of all scores during the grading period, a formula that presumes that the learning early in the semester is as important as learning at the end of the semester. (Marzano 2000; O’Connor, 2007)

• The use of the “grading period killer” – the single project, test, lab, paper, or other assignment that will make or break students.

Toxic Grading Practices and Alternatives

Toxic Grading Practices and Alternatives

Toxic• “Zeroes” for

missing work• Average/Mean• Grading Period

Killer: One Test or Project

Toxic• “Zeroes” for

missing work• Average/Mean• Grading Period

Killer: One Test or Project

Alternative• “Get ‘Er Done, Just Do

It”, complete/submit missing work

• Best representation of work (Re-do, Re-submit)

• Resilience, Personal Responsibility (Don’t let them off the hook!)

Alternative• “Get ‘Er Done, Just Do

It”, complete/submit missing work

• Best representation of work (Re-do, Re-submit)

• Resilience, Personal Responsibility (Don’t let them off the hook!)

The Power of Zeroes Rick Wormeli, Middle Ground


• Convert “zeroes” to “50s”

• Conversion necessary so that any “calculating” is mathematically justified.

• Not using “zeroes” is a more accurate picture of the students’ ability.

• Convert “zeroes” to “50s”

• Conversion necessary so that any “calculating” is mathematically justified.

• Not using “zeroes” is a more accurate picture of the students’ ability.



• “Zero” has an undeserved and devastating effect on students and their grades – so much that no matter what student does, the “zero” distorts the final grade as a true indicator of mastery.

• Mathematically and ethically – unacceptable!

• “Zero” has an undeserved and devastating effect on students and their grades – so much that no matter what student does, the “zero” distorts the final grade as a true indicator of mastery.

• Mathematically and ethically – unacceptable!

Negative Impact of “Zero” on a 100-Point Grading

Scale


Scale 0, 100, 100, 100, 100, 100 =

83% = B

50, 100, 100, 100, 100, 100 = 92% = A

0, 100, 100, 100, 100, 100 = 83% = B

50, 100, 100, 100, 100, 100 = 92% = A


Scale


Scale • Should we use an “F” grade near the top

of the “F” range, such as 50 in this case, or should we use the bottom, most hurtful and distorting of “F” grades – a “zero” - as the indicator of failure?

• What purpose does it serve to use a “zero” to indicate a student failed to demonstrate mastery?

• Should we use an “F” grade near the top of the “F” range, such as 50 in this case, or should we use the bottom, most hurtful and distorting of “F” grades – a “zero” - as the indicator of failure?

• What purpose does it serve to use a “zero” to indicate a student failed to demonstrate mastery?


Scale


Scale • Should a string of perfect papers for a grading period combined with one paper not submitted equate to a lower grade? (NCLB-AYP)

• What would happen if we did not count the lowest grade?

• “Consider trying to find the average temperature over 5 days and recording 85, 82, 83, 86, then forgetting a day and recording “zero”. The average temperature would be 67, a figure that does not accurately show the weather from that week.

• Should a string of perfect papers for a grading period combined with one paper not submitted equate to a lower grade? (NCLB-AYP)

• What would happen if we did not count the lowest grade?

• “Consider trying to find the average temperature over 5 days and recording 85, 82, 83, 86, then forgetting a day and recording “zero”. The average temperature would be 67, a figure that does not accurately show the weather from that week.

High Expectations Todd Whitaker

High Expectations Todd Whitaker

• Great Teachers – high expectations for students and even higher for themselves. If students are not passing, they ask what they themselves can do differently.

• Is accepting/allowing a student to earn a failing grade (F) and/or not completing the work an example of “high expectations”?

• Absolutely not! It is the “lowest expectation” you can have for your students and must be unacceptable!

• Great Teachers – high expectations for students and even higher for themselves. If students are not passing, they ask what they themselves can do differently.

• Is accepting/allowing a student to earn a failing grade (F) and/or not completing the work an example of “high expectations”?

• Absolutely not! It is the “lowest expectation” you can have for your students and must be unacceptable!

ExpectationsExpectationsBehavior• Students expected to

behave• Students expected to

follow/obey rules• Students expected to

follow procedures• Zero tolerance• Misbehaving is not

an option!

Behavior• Students expected to

behave• Students expected to

follow/obey rules• Students expected to

follow procedures• Zero tolerance• Misbehaving is not

an option!

Academic• Students expected to

complete/submit work?• Students expected to

follow directions of the assignment?

• Students expected to pass?

• Zero Tolerance? • Failing is not an

option!

Academic• Students expected to

complete/submit work?• Students expected to

follow directions of the assignment?

• Students expected to pass?

• Zero Tolerance? • Failing is not an

option!

Effective Grading Practices -Douglas B. Reeves,

Ph.D.


Ph.D.• To reduce failure rate, schools don’t

need a new curriculum, a new administration, new teachers, or new technology. They just need a better grading system.

• Grading seems to be regarded as the last frontier of individual teacher/school discretion.

• To reduce failure rate, schools don’t need a new curriculum, a new administration, new teachers, or new technology. They just need a better grading system.

• Grading seems to be regarded as the last frontier of individual teacher/school discretion.


Ph.D.


Ph.D.• The same school leaders and

community members who would be indignant if referees, judges, etc. were inconsistent in their rulings continue to tolerate inconsistencies that have devastating effects on student achievement.

• The same school leaders and community members who would be indignant if referees, judges, etc. were inconsistent in their rulings continue to tolerate inconsistencies that have devastating effects on student achievement.

F (Fail) vs. I (Incomplete)F (Fail) vs. I (Incomplete)

• Goal – Student to complete the work.

• WOO (Window of Opportunity) to complete missing assignments, re-test, re-submit, re-do etc.

• Re -Do! Re-Take! Re-Test! Re-Submit!

• Goal – Student to complete the work.

• WOO (Window of Opportunity) to complete missing assignments, re-test, re-submit, re-do etc.

• Re -Do! Re-Take! Re-Test! Re-Submit!

Did You Know…

Did You Know… • Two common causes of course

failures – 1) missing homework; 2)poor performance on a single major assignment.

Adjusting your policy would have a huge impact on student failures. (Reeves)

• Two common causes of course failures – 1) missing homework; 2)poor performance on a single major assignment.

Adjusting your policy would have a huge impact on student failures. (Reeves)

Did You Know……….. Did You Know……….. • Assessments are used to provide the ladder for

the student to crawl from his/her hole. Whether it is due to immaturity, behavior or cognitive readiness level, great teachers still provide the ladder. (Wormeli)

• Distorted and inaccurate grades are little more than harsh punishment. Students want to throw down the ball and go home. They see no reason to play. Grades that reduce the negative effects of an imperfect grading system keep students in the game. (Marzano)

• Assessments are used to provide the ladder for the student to crawl from his/her hole. Whether it is due to immaturity, behavior or cognitive readiness level, great teachers still provide the ladder. (Wormeli)

• Distorted and inaccurate grades are little more than harsh punishment. Students want to throw down the ball and go home. They see no reason to play. Grades that reduce the negative effects of an imperfect grading system keep students in the game. (Marzano)

Better Students, Better School, Better Climate! Douglas B. Reeves, Ph.D


• When grading policies improve, discipline and morale always improves!

• When was the last time a single change in a school accomplished all of that?

• When grading policies improve, discipline and morale always improves!

• When was the last time a single change in a school accomplished all of that?



• When student failures decrease, student behavior improves, faculty morale is better, resources allocated to remedial courses and course repetitions are reduced, and resources invested in enrichment and other meaningful opportunities increase.

• When student failures decrease, student behavior improves, faculty morale is better, resources allocated to remedial courses and course repetitions are reduced, and resources invested in enrichment and other meaningful opportunities increase.

What should NOT be included in a grade?What should NOT be included in a grade?

• Effort• Participation• Attitude• Behavior• Homework• Group work

• Effort• Participation• Attitude• Behavior• Homework• Group work

Zero and the EC StudentZero and the EC Student• Are you saying that the EC student

retained zero percent of your instruction?• Are you grading effort and participation or

mastery of a concept?• There has to be alternate methods to

demonstrate mastery!• Can you achieve mastery by doing “page

87 numbers 1-24 even?”

• Are you saying that the EC student retained zero percent of your instruction?

• Are you grading effort and participation or mastery of a concept?

• There has to be alternate methods to demonstrate mastery!

• Can you achieve mastery by doing “page 87 numbers 1-24 even?”

Re-Do, Re-Take, Re-Test, Re-Submit!

Re-Do, Re-Take, Re-Test, Re-Submit!

“The consequence for a student who fails to meet a standard is not a low grade but rather the opportunity—indeed, the requirement—to resubmit his or her work. “

-- Douglas Reeves

“The consequence for a student who fails to meet a standard is not a low grade but rather the opportunity—indeed, the requirement—to resubmit his or her work. “

-- Douglas Reeves

“What information provides the most accurate depiction of students’ learning at this time? In nearly all cases, the answer is ‘the most current information’.

If students demonstrate that past assessment information no longer accurately reflects their learning, that information must be dropped and replaced by the new information.”

--Guskey

“What information provides the most accurate depiction of students’ learning at this time? In nearly all cases, the answer is ‘the most current information’.

If students demonstrate that past assessment information no longer accurately reflects their learning, that information must be dropped and replaced by the new information.”

--Guskey

“The use of an ‘I’ or ‘Incomplete’ grade is an alternative to assigning zeros that is both educationally sound and potentially quite effective.”

--Guskey & Bailey

“The use of an ‘I’ or ‘Incomplete’ grade is an alternative to assigning zeros that is both educationally sound and potentially quite effective.”

--Guskey & Bailey

IncompletesIncompletes

• “I” Contracts- for both individual concepts and final grades.

• Should clearly outline the desired learning outcomes.

• Should allow time for re-teaching.• Communication with parents,

students, and administration.

• “I” Contracts- for both individual concepts and final grades.

• Should clearly outline the desired learning outcomes.

• Should allow time for re-teaching.• Communication with parents,

students, and administration.

STUDENT CONTRACT FOR REMEDIATION OF FAILING GRADEGrading Period 1 2 3 4 _____ I, ________________________________, understand that my current

grade for Reading Class is an F ( _____ % ), but will receive an “I” for Incomplete on the report card.

_____ I understand that my teacher is giving me the opportunity to complete/retake specific assignments for the expressed purpose of not making a failing grade.

_____ I understand that I have 3 weeks to improve my grade. All work, tests, and/or assignments that my teacher gives me are due on ___________________________ at the beginning of the period.

_____ I understand it is my responsibility to complete this work at home.

_____ I understand I must complete the work to get a good grade on it. I must give this work to my teacher to grade on or before the due date above.

_____ I understand at the end of the 3 weeks my teacher will change my grade on the report card from an “I” to the appropriate grade after my work has been graded.

STUDENT CONTRACT FOR REMEDIATION OF FAILING GRADEGrading Period 1 2 3 4 _____ I, ________________________________, understand that my current

grade for Reading Class is an F ( _____ % ), but will receive an “I” for Incomplete on the report card.

_____ I understand that my teacher is giving me the opportunity to complete/retake specific assignments for the expressed purpose of not making a failing grade.

_____ I understand that I have 3 weeks to improve my grade. All work, tests, and/or assignments that my teacher gives me are due on ___________________________ at the beginning of the period.

_____ I understand it is my responsibility to complete this work at home.

_____ I understand I must complete the work to get a good grade on it. I must give this work to my teacher to grade on or before the due date above.

_____ I understand at the end of the 3 weeks my teacher will change my grade on the report card from an “I” to the appropriate grade after my work has been graded.

EC Grading PolicyEC Grading Policy• Grades will be based upon

STUDENT ACHIEVEMENT

• Grades will be based upon MASTERY OF CONCEPTS AND SKILLS

• Students should have MULTIPLE OPPORTUNITIES to demonstrate mastery

• Grades will be based upon STUDENT ACHIEVEMENT

• Grades will be based upon MASTERY OF CONCEPTS AND SKILLS

• Students should have MULTIPLE OPPORTUNITIES to demonstrate mastery

ResourcesResources• O’Connor, “A Repair Kit for Grading:

15 Fixes or Broken Grades” “How to Grade for Learning”

• Marzano, “Assessment and Grading that Works”

• Guskey, “Practical Solutions for Serious Problems in Standards-Based Grading”

• O’Connor, “A Repair Kit for Grading: 15 Fixes or Broken Grades”

“How to Grade for Learning”

• Marzano, “Assessment and Grading that Works”

• Guskey, “Practical Solutions for Serious Problems in Standards-Based Grading”

Do you want to be right or do you want to solve the

problem?-Dr. Phil

Do you want to be right or do you want to solve the

problem?-Dr. Phil

The power of zero

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