From Philosophy. The grading system ensures that students, families, teachers, counselors, advisors, and support specialists have the detailed information they need to make important decisions about a student’s education. The following exemplar guidelines are offered as suggestions to schools as they implement a proficiency-based leaning system: 1. Dept 2242 Chattanooga, TN 37403 It is an individual narrative that includes not only one’s beliefs about the teaching and learning process but also concrete examples of the ways in which he or she enacts these beliefs in the classroom." Student X writes an excellent paper and gets an A. Grading Philosophy Bethany Folkenberg! Our philosophy of assessing demonstrable competency is represented Grading at the Elementary levels is an important task. 5. Does that send a misleading message to external audiences? *Robert M. Thorndike, George K Cunningham, Robert L. Thorndike, and Elizabeth P. Hagen distinguish between measuring performance in relationship to perfection, in relation to the performance of others, and in relation to the student’s potential. and the creation and presentation of high quality deliverables. When our district brought in Rick Wormeli in 2014, his ideas pushed my thinking further, and made me want to DO something about the grading system I was currently using. Program Office. Below are sample statements of grading criteria from two disciplines. Grading Philosophy for Grading & Assessment Students deserve authentic and candid feedback on their progress toward learner objectives. Our philosophy of assessing demonstrable competency is represented through a consistent grading policy in every LEAD course. Philosophy of Grading. © 2012-2020 University of Tennessee at Chattanooga.  |  The grading system ensures consistency and fairness in the assessment of learning, and in the assignment of scores and proficiency levels against the same leaning standards, across students, teachers, assessments, learning experiences, content areas, and time. My grading philosophy has changed drastically throughout my teaching career. Meeting and exceeding challenging standards defines success, and the best grading systems motivate students to work harder, overcome failures, and excel academically. "One of the most comprehensive, well-researched, and accessible guides for teachers that I have ever seen." 208-B Hunter Hall Susan M. Brookhart Grading and Reporting: Practices that Support Student Achievement (2011) Thomas Guskey Answers to Essential Questions About Standards, Assessments, Grading, and Reporting (with Lee Ann Jung, 2012) Developing Standards-Based Report Cards (with Jane M. Bailey, 2009) Practical Solutions for Serious Problems in Standards-Based Report Cards (2008) Developing Grading and Reporting Systems for Student Learning (with Jane M. Bailey, 2000) Tammy Heflebower, Jan K. Hoegh, and Phil Warrick A School Leader’s Guide to Standards-Based Grading (2014) Robert Marzano Formative Assessment and Standards-Based Grading: Classroom Strategies that Work (2009) Classroom Assessment and Grading that Work (2006) Transforming Classroom Grading (2000) Ken O’Connor The School Leader’s Guide to Grading: Essentials for Principals Series (2012) A Repair Kit for Grading: Fifteen Fixes for Broken Grades (2010) How to Grade for Learning (2009) Douglas Reeves Elements of Grading: A Guide to Effective Practices (2010) Making Standards Work: How to Implement Standards-Based Assessments in the Classroom, School, and District (2004) Rick Stiggins Classroom Assessment for Student Learning: Doing It Right—Using It Well (with Jan Chappuis, Steve Chappuis, and Judith A. Arter, 2009) Rick Wormeli Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom (2006), Download Grading Principles and Guidelines (.pdf). competency based scale. We have included a selected list of books below for those who want to learn more about the grading practices that support student learning. All LEAD core and elective course work will be assessed and evaluated reflecting the program’s 3. This also is intended to explain the purpose behind any documentation to show how you might have exceeded minimum grading criteria. What Your Grade Means. Logic, my own experience, and the research and practice of others (Cox & Olsen, 2009; Guskey & Bailey, 2010; McMunn, Schenck, & McColskey, 2003) all scream that this is the case. or policies (What should we do with late or missing work? The grading system is not used as a form of punishment, control, or compliance.In proficiency-based leaning systems, what matters most is where students end up—not where they started out or how they behaved along the way. College of Saint Benedict and Saint John's University. A Philosophy of Grading: Although most teacher produce grades all of the time, some fairly basic questions about grades remain unanswered. Much more so than junior high, high school, and college, grading in the Elementary school requires communication with the students, feedback, revision, patience, and communication with parents.Teachers must assign grades that reflect the

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