This document discusses deemphasizing numbers in grading to provide a better assessment of student achievement. It suggests critically examining current grading practices and considering alternatives. The presenter aims to discuss the purpose of grading, how averaging grades over a term impacts that purpose, and some other grading options beyond numbers. The goal is to use professional judgment and ensure flexibility and defensibility when determining student grades.

1. 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

2.  What is the purpose of grading?
 What does the grade mean?

3.  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

4.  Think of a topic.
 How many different levels can students show
achievement on this topic?
 Share with a partner
 Share with the group

5.  Appearance of:
 Objectivity
 Precision
 Effect of a zero score
 Equal percentages for A,B,C, &D.
 Unequal distribution for F grade
 Womeli video

6.  Points are connected to criteria.
 Removes some of the game of school
 Marzano’s 5 point scale

7. 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

8.  What is the purpose of grading?
 How does averaging grades over a term impact
that purpose
 What are some other options?

12.  Purpose of grades:
 To communicate achievement
 What does the grade mean?
 Use professional judgment to ensure:
 Flexibility
 Defensibility
 Questions?