LW & R Grading

Please note that this Assessment document has 7 pages and is made up of 3 Sections.

The QUALITY of your reports/summaries is very important, your ability to summarize important points will be taken in account when grading

Kurt Wiesenfeld's article, "Making the Grade," presents the social issue of grades. The author explores the extent of this problem by examining the social environment in which these students were raised. Wiesenfeld also addresses the changing attitude towards what a grade represents and the true value of a grade. The author effectively uses several writing strategies to engage the reader, influence the audience and illustrate how much thought he has given this issue. The essay is organized by a logical progression from thesis to individual claims and the author provides real-world examples for the issues. With those real-world examples, Wiesenfeld explains how serious the problem can become and demonstrates why the issue should be addressed.

First off, the grade of a student does not show what they know. In no way is grading a paper the same as assessing knowledge. Furthermore, if

“It emphasizes competition and learning, not learning.” Glenda Potts, author of the article, “A Simple Alternative to Grading”, spoke of the traditional grading system. Potts argues that the current ABCDF grading scale is “flawed” and “hard to communicate” because it does not provide a full critique of a student's work in order for them to improve, only a number or letter grade. Because of this, it is easy for a student to adopt the mentality that they cannot do any better. Patricia Scriffiny, author of ‘Seven Reasons or Standards Based Grading’ agrees with this opinion, adding that traditional grades have no true meaning, and cannot prove a true analysis of what the student may or may not know.

One tip to grade written responses quickly is sharing the workload (Brookhart, 1999). One summer, I teamed with a colleague to teach a course. During that semester, we shared the grading responsibilities. Once we realized how we could get grading done quicker together, we started sharing the grading for other courses throughout the year. However, we do have to be careful in maintaining fair grading. Although our exam items are problem-solving items with one final answer, this is where the guideline of detailed solutions with partial credit indicated for problem-solving items (Morrison, Ross, Kalman, & Kemp, 2013) will be helpful in the future.

With any type of grading system, there will be controversy over the accuracy and fairness of the system. The belief of using the standard deviations of the class to rate the grades seems to be an accurate

Introduction: I remember the first time that a grading rubric was attached to a piece of my writing. Suddenly all the joy was taken away. I was writing for a grade -- I was no longer exploring for myself. I want to get that back. Will I ever get that back? As doleful as it may sound, it is the truth. For years, students have been forced to live under a strict grading system. I am now directly speaking to those responsible for the creation of the grading system.This must change. Although many people believe in using the grading system as a way to accurately assess students based on performances, I believe that on the other hand, the grading system is exacerbating the situation because

Grades for mis-behaving/ mucking up students etc are excellent to show them they need to work harder.

On one hand, the traditional grading system is universally recognized; its simplistic nature allows teachers, students, and parents to easily interpret, understand, and directly compare others in the same class. But on the other hand, there also significant cons, such as its subjectivity, lack of explanation, and cultivation of testing culture. This is exactly what non-letter grading is intended to

Ashley Lamb-Sinclair discusses the disadvantages of the American grading system in her article “Why Grades Are Not Paramount to Achievement.” I agree that the grading system has plenty of faults and is a broken system. I understand that it can represent improvements and record work in an organized matter, however, I believe the system is unjust in countless different ways, it presents a single one letter grade for the entire half of the entire school year, completely disregarding the time and effort that went into every single project and assignment. Occasionally, I will hardly put in any effort into something and still obtain a promising grade, which is unfair since the assignment is left neglected and the topic is still confusing. The other

Due Dates and Late Papers: Late papers will lose half a letter grade per class until they’re turned in (more than two weeks late will result in an F). At the end of each progression, please put all exercises and drafts in a folder with your final essay on top, and turn the whole thing in portfolio-style.

The curriculum includes many bar-tested subjects and incorporates state-specific distinctions. Students can complete the program

Guidance on Grade Awarded The final Unit grade assessment is based on how well you have met the Assignment Criteria / Task Requirements: we look primarily for evidence that you have followed the Assignment “instructions” and have responded to the Assignment in a way that meets the specific outcomes / requirements / criteria. We also look at the depth and breadth of your work: where we look for evidence of supplementary reading and research, appropriate examples, some “original” thought, a professional standard of layout, structure, and overall presentation in order to come to a decision about the actual grade. Below is an overview of the guidelines that our Assessors work to: Grade Descriptors Pass All identified criteria in the assignment are met Merit Satisfied the identified Assignment criteria, plus the content confirms that the student has:          Shown evidence of a sound understanding of the subject matter; Given a broad and detailed response to the assignment tasks and criteria; Shown evidence of careful analysis, synthesis, and evaluation of

Researches in learning assessment, especially in terms of academic performance, have long criticized traditional rating schemes that provide feedback to students. Because learning is multi-faceted, most critiques of such formats tend to see these as superficial and inadequate arguing that they tend to cover only the areas in learning that are widely rated, leaving other areas in learning under-assessed. As a result, different systems were proposed and varying rating structures were employed by different schools in the country such as point system averaging and weighted averaging. This school year, the Department of Education (DepEd) will be using a new grading system in public elementary and high schools in