Grade for Learning

Student 1

You begin the course with a lot of prior knowledge and can successfully pack a parachute between 70-80% of the time. Mid-way through the course your scored begin to decline and by the end you’re packing parachutes successfully 30% of the time.

Student 2

You begin the course with some exposure to parachute packing. Your performance throughout the course is inconsistent and ranges from 40-80%. In your last assessment you scored 40%.

Student 3

You began the course without any previous knowledge or experience about packing parachutes. With practice your ability to successfully pack a parachute greatly improved. At the end of the course you successfully pack parachutes 100% of the time.

1. Grading is not essential for learning.2. Grading is complicated.3. Grading is subjective and emotional.4. Grading is inescapable.5. Grading has a limited research base.6. Grading has no single best practice.7. Grading that is faulty damages

students and teachers.

Emily & Jennifer

AMLA 620 Assessment

July 19, 2009

Relate grading procedures to learning goals.

Use criterion-referenced performance standards as reference points to determine grades.

Limit the valued attributes included in grades to individual achievement.

Sample student performance-- do not include all scores in grades.

Grade in pencil-- keep records so they can be updated easily.

Crunch numbers carefully-- if at all.

Use quality assessment(s) and properly recorded evidence of achievement.

Discuss and involve students in assessment, including grading, throughout the teaching/ learning process.