Early Childhood Field Teachers Do Not Use The Traditional A Standard Grading System

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In the early childhood field teachers do not use the traditional A to F grading system to provide a valid measure of where the students are at. When meeting with parent about the progress of their student educational progress, teachers provide work samples from a portfolio. Within the portfolio there are pictures of the student completing projects and participating in classroom activities, weekly writing samples, several self-portraits drawn throughout the year, formal assessments done on mathematical concepts and letter knowledge, dictated stories with drawings and cutting samples. Parents also have access to teacher observations. During the conference the teacher and parent discusses where the child is developmentally, emotionally, cognitively and physically in relation to their educational progress based upon the material in the portfolio and teacher observations.
In the elementary school system letter grades from A to F are what parents and teachers use to determine where students are at academically. The issue with this grading system, according to Michael Thomsen, from a 2002 study done by the University of Michigan, found that eighty percent of students base their self-worth on their letter grade. This lack of self-worth is linked to poor health, involvement in criminal behavior, and when entering in the work field they earn a lower wage (Thomsen, 2013). Student who have low self-worth, bad grades, who earn a lower wage feeding into the cycle of poverty (Thomsen,

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