Chapter 7: The Relative Nature of Grades and Their Definitions

Lindsey - Synthesis

A major focus of this chapter is upon setting a standard that all teachers will follow in grading student work, and understanding what that standard means. While placing a lesson grade on student work is important, it means nothing if there is no information describing how the student reached that point. Not only is this an insult to the vast amount of work students have completed to achieve these grades, but future teachers will also have no concept of where students encountered problems or experienced educational growth if all we pass along is the final grade. There are a number of factors involved in grading student work, some of these factors are the student’s grade level, previous experience within the field of study, and how evident it is that the student has taken time to complete the work. In order to avoid student receiving a broad spectrum of grades from each teacher they encounter, teachers must establish set grading expectations. An interesting way to approach student grading as a work in progress, "Sue Howell suggests 'A,B, and You're not done' as something to consider. It allows students to see themselves as a work in progress, and it keeps them moving toward mastery rather than settling for anything less than full understanding" (page 98). This is a great way of encouraging students to continue progressing without becoming discouraged. Rather than simply returning papers with a grade on them, students will understand that they have the opportunity to keep working until they reach success. While Incomplete appears to be a good method, this is a less open-ended method of viewing grades, and this does not encourage students to continue working toward success.

Lindsey - Abstract
The general consensus of the class is that teachers must establish a set grading system which is stable throughout the school and will not falter between various classes. Before grading students, we as teachers must know exactly what each grade means in terms of mastery of the subject. We are of course working toward student mastery, thus remaining objective is essential, yet difficult at times. The class agreed that the best method of objectively grading students is to create a strong rubric and stick to this rubric while grading student work. In addition, students must understand that grading is not simply about receiving a letter grade, but instead about earning the grade through hard work and true mastery of the material.