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Grading Practices Survey Analysis
1
Grading Practices Survey Analysis
Victoria June CIA 610
Survey Description
Description
of Survey
Three teachers were given the survey: "Examining common grading practices Questionnaire." The survey served the purpose of investigating commonalities and differences of grading characteristics and plans. It also encouraged a thoughtful reflection of positive grading practices that support learning, and potential changes that could be made.
SUBJECT AREAS/GRADES SURVEYED:
6-8th grade Orchestra
7th grade Social Studies
6th grade General Music
6-8th grade Choir
Survey Results
Commonalities:
- Formative assessments count toward interim and final grade in grade book
- 2 teachers use zero scores; 2 teachers do not use zero scores
- Grading practices are tied to student achievement and curricular standards
- Grading practices are shared with students and parents
Data
Results
Do my grading practices
support learning?
"Do my grading
practices support learning?"
Emerging Themes
- Grades are meaningful, derived from quality assessment tasks
- Grading intentions are positive but need to be reworked for improvement in various areas
- Formative assessments and diagnostic assessment purposes need to be rethought
- School wide grading policy should be considered for grading practice alignment
Plan of Action
Implement more effective grading practices. See list of suggestions
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Plan of
Action
Productive Grading
Plan Recommendations:
Separate Achievement /Non-Achievement grades
1
Report student behavior, attendance, and effort separately. "Grade should reflect the level of student achievement in the course" (Butler & McMunn, 2006, pg.186).
Grading Policies are Standardized within the School
2
Suggestions
Incorporate a multi-faceted reporting system including report cards, phone calls to aprents, portfolios, student-led conferences, etc. (Butler & McMunn, 2006, p.190)
Reconsider use of ZERO grades
3
Assigning a zero to student work that is late or missing does not accurately reflect student achievement. Giving accurate feedback is more important than giving an F and lowering a student's motivation to complete more work (Minero, 2018).
Only use Summative Assessments to figure grades
4
Informal assessments, formative assessments and pretests should be used to evaluate student achievement levels and give feedback. Authentic achievement should be measured by the "final copy" of student work (Butler & McMunn, 2006, p.189).