ABSTRACT
Unfortunately, using assessment feedback versus simply reporting grades is still cloudy territory for many schools. Guskey and Bailey (2001) provide us with the research-based rationale for why traditional practices need to change. Ken O’Connor (2002) shows us what an ideal system might look like. And still, almost a decade later, we still don’t have a streamlined method in place to replace our antiquated system.
Educators need to come together to have conversations regarding grading practices. Weight of assessments, time of year, calibration of scores, and grading bias all need to be part of this discussion. Assessment tools are an essential part of the recording of evidence process. Figure 5.6 (page 72) outlines each assessment tool discussed in this book along with the purpose and recommendation for implementation for each.
Some schools are attempting to bridge old and new grading practices with sophisticated technological solutions. Many new electronic grading systems are popping up that propose easy solutions to recording grades. They allow for flexibility between percentage grading and rubric scores, they allow for a complete description of each assignment or assessment, they sort and record by standards, strands, and goals, and they even merge recorded grades to existing report cards! But do these tools truly reflect student learning and are teachers using them to modify instruction? In any case, it’s a start.
