We don’t need no stinkin’ numbers!

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Deemphasizing numbers in grading to get a better picture of student achievement. Scott Schaefer January 23, 2012 DCE Examination of Best Practices in Grading In-service

Transcript of We don’t need no stinkin’ numbers!

Page 1: We don’t need no stinkin’ numbers!

Deemphasizing numbers in grading to get a better picture of student

achievement.

Scott Schaefer January 23, 2012

DCE Examination of Best Practices in Grading In-service

Page 2: We don’t need no stinkin’ numbers!

What is the purpose of grading?

What does the grade mean?

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NOT:

To make you feel inferior

To say what you are doing is bad

To suggest you change everything

My goal for today is to have you

critically look at current grading practices

consider alternatives

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Think of a topic.

How many different levels can students show achievement on this topic?

Share with a partner

Share with the group

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Appearance of:

Objectivity

Precision

Effect of a zero score

Equal percentages for A,B,C, &D.

Unequal distribution for F grade

Womeli video

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Points are connected to criteria.

Removes some of the game of school

Marzano’s 5 point scale

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4 In addition to exhibiting level 3 performance, in-depth inferences and

applications that go beyond what was taught in class

3.5 In addition to exhibiting level 3 performance, partial success at in-depth

inferences and applications that go beyond what was taught in class

3 No major errors or omissions regarding any of the information and/or

processes (SIMPLE OR COMPLEX) that were explicitly taught

2.5 No major errors or omissions regarding any of the simpler information

and/or processes and partial knowledge of the more complex information

and processes

2 No major errors or omissions regarding the simpler details and

processes BUT major errors or omissions regarding the more complex

ideas and processes

1.5 Partial knowledge of the simpler details and processes, but major errors

or omissions regarding the more complex ideas and processes

1 With help, a partial knowledge of some of the simpler and complex

details and processes

0.5 With help, a partial knowledge of some of the simpler details and

processes but not of the more complex ideas and processes

0 Even with help, no understanding or skill demonstrated

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What is the purpose of grading?

How does averaging grades over a term impact that purpose

What are some other options?

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Purpose of grades:

To communicate achievement

What does the grade mean?

Use professional judgment to ensure:

Flexibility

Defensibility

Questions?