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Repair Kit for Grading, A: Fifteen Fixes for Broken Grades by Ken O'Connor, Pearson Assessment Training Institute - Portland, Oregon ZIP OR PDF for sale 

Table of Contents

Table of Contents

 

 

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

 

Chapter 1: Setting the Stage. . . . . . . . . . . . . . . . . . . 1

Key Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Purpose(s) for Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Underpinning Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Fairness.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Objectivity and Professional Judgment . . . . . . . . . . 12

Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

The 15 Fixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

 

Chapter 2: Fixes for Practices

That Distort Achievement . . . . . . . . . . . . . . . . . . . . 17

 

FIX 1: Don’t include student behaviors (effort, participation,

adherence to class rules, etc.) in grades;

include only achievement . . . . . . . . . . . . . . . . . . . . . . . 19

Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

 

FIX 2: Don’t reduce marks on “work” submitted

late; provide support for the learner . . . . . . . . . . . . 26

Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

 

FIX 3: Don’t give points for extra credit or use

bonus points; seek only evidence that more work

has resulted in a higher level of achievement . . . . . . . . 31

Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

 

FIX 4: Don’t punish academic dishonesty with

reduced grades; apply other consequences and

reassess to determine actual level of achievement. . . . 36

Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

 

FIX 5: Don’t consider attendance in grade

determination; report absences separately. . . . . . . . . . 43

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

 

FIX 6: Don’t include group scores in grades;

use only individual achievement evidence. . . . . . . . . . . 46

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

 

Chapter 3: Fixes for Low-Quality

or Poorly Organized Evidence. . . . . . . . . . . . . . . . . 51

 

FIX 7: Don’t organize information in grading

records by assessment methods or simply summarize

into a single grade; organize and report

evidence by standards/learning goals . . . . . . . . . . . . . 53

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

 

FIX 8: Don’t assign grades using inappropriate or

unclear performance standards; provide clear

descriptions of achievement expectations. . . . . . . . . . . 61

Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

 

FIX 9: Don’t assign grades based on student’s

achievement compared to other students;

compare each student’s performance to

preset standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

 

FIX 10: Don’t rely on evidence gathered using

assessments that fail to meet standards of

quality; rely only on quality assessments. . . . . . . . . . . 75

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

 

Chapter 4: Fixes for Inappropriate

Grade Calculation . . . . . . . . . . . . . . . . . . . . . . . . . . 79

 

FIX 11: Don’t rely only on the mean; consider

other measures of central tendency and use

professional judgment . . . . . . . . . . . . . . . . . . . . . . . . . 81

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

 

FIX 12: Don’t include zeros in grade determination

when evidence is missing or as punishment;

use alternatives, such as reassessing to determine

real achievement or use “I” for Incomplete or

Insufficient Evidence. . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

 

Chapter 5: Fixes to Support Learning . . . . . . . . . . . 93

 

FIX 13: Don’t use information from formative

assessments and practice to determine

grades; use only summative evidence . . . . . . . . . . . . . 95

Student Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

 

FIX 14: Don’t summarize evidence accumulated over

time when learning is developmental and will grow with time

and repeated opportunities; in those instances, emphasize

more recent achievement  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106

Summary  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109

 

FIX 15: Don’t leave students out of the grading process .

Involve students; they can–and should–play key roles in

assessment andgrading that promote achievement  . . . . . . . . . . . . . . .111

Summary  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114

 

Chapter 6: Summary and Reflection  . . . . . . . . . . . .115

References  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119

 

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