The article draws attention to the problem of grading; in particular, the author, an independent consultant on assessment with 33-year teaching experience, asserts that traditional grading is counter-productive to learning, and provides us with guidelines of a standards-based system that makes grades accurate, meaningful, consistent, and supportive of learning.
In the traditional system, one grade per subject is reported, and it is often influenced by teacher’s attitude. The author suggests using standards-based report cards as they break down the subjects into several topic areas, and students are assessed on their proficiency in the specific subcategories of each area. In addition to grades for achievement, an “expanded format” report card can be used to provide ratings for behaviors.
Moreover, Mr. O’Connor insists that teachers determine – not just calculate – grades. Rather than averaging, teachers should consider the median (middle value) or mode (the most frequent value) and not use zero (for missing or late assignments) in the calculation of grades.
Furthermore, the author suggests grading in pencil and updating records if a student works hard and shows progress.
According to the data provided in the article, this system leads to higher achievement and positive attitudes about learning. However, there are some open questions. For example, if homework is not graded, will all students be willing to do it? And if some schools adopt a1 – 4 scale and others remain a 0 – 100 scale, how does the 1 – 4 scale convert?
Works Cited
Reeves, Douglas B. Ahead of the Curve: the Power of Assessment to Transform Teaching and Learning. Bloomington, Ind.: Solution Tree, 2007. Print.
