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Grades are tools that should reflect student achievement and support student learning. In this 2 credit hour course, participants will learn how to implement a consistent, accurate and meaningful grading system that reflects district standards and supports student learning by avoiding common pitfalls that distort outcomes. Grading for the Benefit of the Student builds on the 15 “fixes” recommended by Ken O’Connor in his text A Repair Kit for Grading and addresses common grading errors that distort achievement, reflect low-quality/organization rather than aptitude, make incorrect calculations and reflect behavior, attendance and other extant factors. Participants will investigate what to do with extra credit, poor attendance, late work, incomplete work, academic dishonesty, and more, in order to maintain an effective grading system that benefits students and more clearly represents academic achievement.
Organization
The course is organized into 5 Modules. Participants are encouraged to access the course regularly and make reasonable progress, but there are no due dates attached to individual assignments. Instead there are 2 absolute due dates (mid-term and the last day of class) to provide flexibility and to better accommodate participants' busy schedules. The length of time each unit should take to complete varies from approximately 30 to 35 hrs. Lessons will be taught using a combination of readings, videos, external resources, examples, discussion forums, activities, assignments, and enrichment materials. The instructor will offer coaching and feedback on assignments.
Course Objectives
By the end of the course, participants will:
1. Be able to identify grading factors that distort accurate academic achievement and how to correct them
2. Be able to grade low-quality or poorly organized work for achievement
3. Be able to avoid calculation errors and employ grading methods and that reflect achievement
4. Be able to grade to support learning
Course Topics
1. District practices & standards-based grading
2. Criteria for effective grading
3. Late work, dishonesty, attendance, & extra credit
4. Standards/Learning goals & clear performance goals
5. Criterion referenced vs. norm referenced & assessments
6. Grade calculations & zeroes
7. Formative assessments vs. summative assessments
Grading
Grading is the same whether the course is taken for graduate credit or for license renewal. Students are required to participate in
all discussion forums and to complete all assignments and/or activities. A=90%-100%; B=80%-89%-Because this is a graduate level course, scores must be 80% or better to receive credit.
Required Text: A Repair Kit for Grading: Fifteen Fixes for Broken Grades with DVD, 2nd Ed. (2010) by Ken O’Connor. It can be purchased through local bookstores or ordered online.
Organization
The course is organized into 5 Modules. Participants are encouraged to access the course regularly and make reasonable progress, but there are no due dates attached to individual assignments. Instead there are 2 absolute due dates (mid-term and the last day of class) to provide flexibility and to better accommodate participants' busy schedules. The length of time each unit should take to complete varies from approximately 30 to 35 hrs. Lessons will be taught using a combination of readings, videos, external resources, examples, discussion forums, activities, assignments, and enrichment materials. The instructor will offer coaching and feedback on assignments.
Course Objectives
By the end of the course, participants will:
1. Be able to identify grading factors that distort accurate academic achievement and how to correct them
2. Be able to grade low-quality or poorly organized work for achievement
3. Be able to avoid calculation errors and employ grading methods and that reflect achievement
4. Be able to grade to support learning
Course Topics
1. District practices & standards-based grading
2. Criteria for effective grading
3. Late work, dishonesty, attendance, & extra credit
4. Standards/Learning goals & clear performance goals
5. Criterion referenced vs. norm referenced & assessments
6. Grade calculations & zeroes
7. Formative assessments vs. summative assessments
Grading
Grading is the same whether the course is taken for graduate credit or for license renewal. Students are required to participate in
all discussion forums and to complete all assignments and/or activities. A=90%-100%; B=80%-89%-Because this is a graduate level course, scores must be 80% or better to receive credit.
Required Text: A Repair Kit for Grading: Fifteen Fixes for Broken Grades with DVD, 2nd Ed. (2010) by Ken O’Connor. It can be purchased through local bookstores or ordered online.