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Issues with Grading - asdsbar - home分级- asdsbar家庭问题
ISSUES WITH GRADING Anchorage School District SBAR Team November 13, 2009 Marzano Research Laboratory Brookhart (2004) describes 3 general purposes for grading: Ranking – sorting students for higher education eligibility purposes Reporting Results – reporting student achievement and learning Contributing to Learning – providing feedback and motivating students Grades are expected to accomplish all three purposes simultaneously. Each purpose requires a different perspective on grading practices No consensus on purpose of grading Grading is a value judgment Current systems are inaccurate Teachers use a variety of grading methods Current grading systems don’t support learning Teacher’s grades can be interpreted only within the context of that teacher’s class Grades don’t match achievement/standards attainment Grades are desired because they have always been there Adapted from O’Connor 2002 Most grading systems that exist now place more emphasis on student behavior (work completion, classroom behavior, following rules) than student learning Grades tend to be an amalgam of work completion, behavior, attitude and assessment results – “Mixing non academic competencies with academic competencies contaminates the meaning of the grade” (Marzano, 2009) Adapted from O’Connor, 2002 Are our grades consistent (reliable)? Are our grades accurate (valid)? Do our grades engage students? Adapted from O’Connor, 2002 Based on learning criteria rather than normed Linked to learning – standards and scales Behaviors are separated into their own learning categories for clarity Based upon quality assessment information Consistent among colleagues – do teachers of varying experience, ability and content knowledge come up with similar scores for the same data? Figured out carefully and thoughtfully Developed with a similar system or set of considerations for all teachers Grades give us a accurate measurement of what a student knows and is able to do Measures what the students knows, not
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