The Grading System

Tuesday, June 26, 2001

Facilitator: Cynthia Wilson

Recorder: Maria Guevara-Lee

Issues and Solutions

Observations and Questions:

· What does a grade reflect?

· There is an assumption that there is something wrong with current grading system.

· Does a grade reflect application of knowledge?

· Different answers and several generalizations arise.

· Instructors are responsible for issuing of grades.

· Forms of measurement exist throughout our society and with good reason.

· Within education we think of responsibility of instructor as well as the responsibility of the institution.

· Some disagreement over Dressel’s quote regarding grading.

· An element of unfairness linked to grading is also found in society; in private industry, a relationship exists between grading and accountability.

· Grading allows for broad generalizations but fails to demonstrate how much actual learning takes place.

· If in one class, a student earns a C but learned much more than in another class where the student earned an easy A, the question may become, which should be measured: growth or mastery?

· How do grading systems enhance student learning?

· We, as educators, may not be the most appropriate source to drive change, since many of us have been products of good grades.

· Very little time is spent in teacher training programs addressing grading issues, although much of instructors’ time is spent grading papers.

· Grades are additive. A student starts with zero points in a class and points are added as work is measured. This conflicts with students who assume they started with 100 points, and instructor has deducted points.

· Grades also measure instructors’ performance, not just students’ performance.

Groups Reports

Group One

· Learning Outcomes must be identified.

· Create systems where students learn from the process.

· Teach self-evaluation and the ability to negotiate.

· Offer professional development in grading.

· Develop learning contracts in which method and outcome are connected and the student participates in creating his or her learning plan.

· Provide positive reinforcement.

· Shift control from the instructor initially to the student ultimately in control of his or her own learning.

· Create no time boundaries (semester/quarters) by which learning must occur.

· Monitor pre-placement and ensure appropriate placement into courses.

· Introduce the idea that grades are additive in nature.

· Foster the idea that students are allowing themselves to be evaluated and, therefore, they pick their evaluators.

· Assess and intervene.

Group Two

· Publish established standards.

· Report progress only.

· Add to grade depending on level of competency.

· Transcripts equal accomplishments, not just grades (e-portfolio?). To demonstrate caliber of student work, provide evidence beyond the grade.

· Require multiple measures and multiple evaluators.

· Offer opportunity for open entry/open exit courses in which students are paying for the evaluation of their work rather than a seat in class.

· The portfolio becomes the validation to employer and/or university.

· Make degree graduation requirements relevant.

· Understand that some things are not measurable in quantitative terms (e.g., work ethic, professionalism, ancillary learning).

· Perform needs assessment up front.

· Support services for areas where their learning is weak so that adopt new learning strategies.

Group Three

· Expect imperfection as none of us are perfect.

· Celebrate learning first.

§ Foster the idea that student and college are partners in learning.

§ Incorporate learning skills in the classroom.

§ Utilize forward thinking; think of course outcomes.

§ Provide a knowledge connection, illustrating how courses relate to one another; this can be done especially well within learning communities.

§ Mentor student growth in real time.

§ Link knowledge to multiple measures.

§ Cite expectations of course clearly.

§ Demonstrate value (e.g., in team interaction when assignments and projects call for it).

· Create an environment for learning: Learning Assessment System replaces Grading System.

§ Review needs assessment of the institution.

§ Review classroom assessment.

§ Clarify expectations and benchmarks.

§ Practice goal setting.

§ Examine content and integrate support services into classroom environment.

§ Provide for peer evaluation.

§ Provide for continued evaluation of our own evaluation tools.