Special Topic: What's Worth Fighting against in Grading?

Autor/inn/en	Reeves, Douglas; Jung, Lee Ann; O'Connor, Ken
Titel	Special Topic: What's Worth Fighting against in Grading?
Quelle	In: Educational Leadership, 74 (2017) 8, S.42-45 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Grading; Computation; Homework; Punishment; Behavior Problems; Educational Practices + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Hausaufgabe; Bestrafung; Bildungspraxis
Abstract	Arguing that there is a "glaring" disconnect between recommended policy and actual practice in the area of grading, the authors outline four common grading practices that they say can impair instructional integrity and distort academic outcomes: 1) the use of the an average, or arithmetic mean, of performances to calculate a final grade; 2) the grading of practice, or homework; 3) the use of the zero on the 100 point scale for missing work; and 4) the use of grading as punishment for misbehavior. While acknowledging that there many other questionable grading practices, the authors say that these four have been clearly discredited by evidence and require the greatest urgency. They also suggest that taking an incremental approach ("informed by the literature") is wisest path toward reforming grading systems--always a sensitive issue in school communities. "By taking clear steps to eliminate averaging, achievement grades for homework, zeros on a 100-poing scale, and grade penalties for late work, schools will be well on their way to more effective grading practices," the authors write. (As Provided).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01