Copy of Systematic Grading for Journalism Advisers

Where do I still want to go:

Implement more standards-based grading

• Set up standards for Newspaper Production that, regardless of staff position, students can still demonstrate what they've learned
• Use those standards as pieces of evidence the student has to collect in his/her portfolio
• During initial product conferences, ask student what standard he/she is working on this issue and how he/she plans on demonstrating learning
• Have student color-code product for standards and then annotate rationale for score and how this product demonstrates standard.

So what do I do differently now?

After going to press:

During the publication cycle:

Story/product conferences:

• Each reporter/photographer/graphic artist meets with his/her editor to talk about their assignment.
• Discuss angles, brainstorm who to talk to, how to format once the story is complete
• I also touch bases with each person to make sure they understand the assignment (and I understand it as well).

• Student uses rubric and self-assesses product
• Photo and graphic editors create own rubrics for products in their section, then holds a critique session where they apply the rubric to product
• Immediately following finalization of story, I staple appropriate rubric and quickly grade and hand it back.

Finalization process:

• Due to editor, who makes suggestions, corrections, checks facts, etc.
• Due to managing editor, who coaches writing, motivates improvement, applies AP Style
• Due to editor-in-chief to check for legal and ethical issues
• Due to adviser, who double checks all the other checks.

Students do more editing in the process:

• Products flow through the appropriate editors
• Application of rubric happens throughout, consistent feedback that is understandable

You have to look at what is manageable.

So what did this mean for my advising?

The moment that changed everything:

• By the time I was doing the grading, who was the score being reported for? Is it for learning? Is it for the parent/college?

Questions I wrestled with:

So what does that translate to:

4: Sophisticated and consistent

Higher-level work

Takes a more challenging or riskier approach and executes it very well

3: Sophisticated but inconsistent

Better than okay but with some flaws or inconsistent moments that are just okay

2: Okay; does what it was suppose to

Demonstrates a basic ability of skill

1: Almost there, shows some skill but not quite okay Missing components

0: Does not show enough skill to warrant a score

When served as the catalyst to change my grading practices?

2010 PGO: Standards-Based Grading

I want my grades to reflect how well students have achieved standards.

Grades shouldn't be about what students earn; they are about what students learn.

Grades should be useful, timely and actionable.

• What meaning do I want their grade to convey?
• Who is (are) the primary intended audiences for this message?

Thoughts about what I've done so far:

Where I've come from in my grading philosophy:

• Points based on work completed.
• Itinerary sheets
• Journalist's Journal
• Portfolios

• Hard to keep track of
• Lots of paperwork
• Grades don't mean anything
• Grades control behavior rather than show learning
• The way we've been grading is misleading to their evaluation of success; unrealistic expectations of what constitutes success
• Get so focused on the kid doing the work that we lose sight of what is learning
• Do grades reward WORKING or LEARNING?

We've created our own monster with points; students get so focused on points that they lose sight of the purpose and that is learning.

Grading is very personal

Grading is subjective, not objective

People aren't necessarily comfortable with what they do.

Some people may be doing things they aren't comfortable with.

Systematic Grading

A new perspective on making it up that mountain.

Today's objectives:

Sandra Coyer, MJE

• Probe current grading practices
• Understand a new grading perspective
• Gain grading strategies to maximize time and shift responsibility to the student(s)