CHAPTER 7: Practices that are mathematically accurate
1. If you’ve assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zeo motivates students, but in fact it often demotivates them?
2. Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
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1. If you’ve assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zeo motivates students, but in fact it often demotivates them?
ReplyDeleteEarly on in my career I did assign zeros to students. It was primarily to affect students mathematically as I held on to the belief that if they had no learning evidence then how could I grade them. I did not think about how embarrassing it would be for a student to receive a zero. In more recent years, I never assign zeros because I will always ensure that students have some learning evidence to showcase. If a student doesn’t submit their video recording, I can always listen to them play individually during class. If the student is absent or doesn’t want to play individually, I can assess them while playing in a group setting. I can always find some way to know how the student is doing and assign a grade to their learning. I learned about the minimum grading concept of giving nothing lower than a 50%. If our school used percentages or a 100 point scale, I would definitely use this as a means to encourage students who momentarily fail an assignment. It made perfect sense that the minimum grading concept gives a student so much more hope to recover from a 50% than a 0%.
2. Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
I believe that a 1-5 scale makes grading more accurate, equitable, and motivational. I agree with the author who shares that a zero implies that the student knows nothing about the content covered and in many cases this is just not true. I know from experience that a student will have prior and/or acquired knowledge from being in class and/or learning on their own. Because of this, giving a zero is not accurate. Starting off the scale at 1 instead of 0 is also more equitable because it doesn’t punish vulnerable students as much who may not complete a particular assignment. A score of a 1 provides them with the hope to recover within the grading period.
I noticed that you shared a similar opinion on both minimum grading and 1-5 point scales in that students are both motivated more by perceiving their efforts as “doable” rather than “impossible”. I agree that the goal of grading is not to “show them who’s boss” by intimidating them using a huge range of failure (59% and below), but by encouraging them to achieve success by making “mistakes” along the way and show them that the end goal is still in sight. I wonder how students would react to a vast change in traditional grading if it were replaced with a 5 point scale instead? Thank you for sharing!
DeleteHi Zachary! I noticed that you use to assign zeros at the beginning of your career but have since stopped. I feel the same way as you that I use to think it would show that a student did not turn in an assignment but in reality it just skews the grading and drops grades significantly. I wonder if we did what the book says and just put a letter such as M for missing would that make all the difference and let a student understand that they just need to turn in work and be more accountable.
DeleteI notice how you said that you always know how a student is doing, even though you may not have explicit evidence of it, like a recording they sent in. I feel the same for my class, if we are paying attention as teachers we should know how each of our students are doing and how much they are understanding. I'm not quite sure how this would translate into giving actual grades for this knowledge (because it can seem riddled with bias) in classes other than music, where you are grading with your own ear all the time.
DeleteI also agree that starting with a score of 1 may be a better spot, because if they turned in anything, even if it is all wrong, they do deserve some kind of score that is not just a zero.
Hi Zachary,
DeleteI noticed your comment about the minimum grading concept. I see this concept as '50 is the new 0' in my eyes and at our school. I have seen a plethora of grading styles on one school campus and it's exhausting to find commonalities. Once our Principal mentioned not failing children if they did something, anything to show proficiency, then we began to see the number of 'Fs' decrease. This is when I felt grades became subjective.
I wonder what perspective my principal is taking when making such a suggestion? Are we bending towards higher percentages with our "on-track" measures with Strive HI in order to be regarded as an effective school? These are the thoughts I trouble myself with throughout the school year and hopefully will find the most efficient ways to grade our students' efforts. Thank you for your comments!
Yo Zach, I noticed you believe that using a 1-5 scale is more accurate and that a zero is not equitable. Totally agree on your side. I do think the scale when paired with a rubric is probably more accurate indicator. Students can see/read what the rubric indicators are that they hit. But I wonder, if motivation is truly intrinsic, does this style of grading truly motivate students?
Delete
DeleteHI Zach, I noticed that you assigned 0s before in your career. Were there any students that responded positively to that? I like how you take the time to make sure you can record an accurate grade for all of your students. I wonder, have you observed a huge difference in the behavior and engagement with the student groups you’ve assigned zeros to versus the groups you have not? Mahalo for sharing.
^J Economy
DeleteFollowing the readings for this week, I have a very clear perspective of how assigning a zero is detrimental to the outcome of a student’s final grade. I have assigned zeroes for assignments, but never used the value of how much it's worth to average out a final grade. In elementary, grades are standard based and I have never calculated grades based on percentages, instead I have utilized scores of zero to denote either an incomplete assignment or an absence. When I do grades, I’m aware of the value that an incomplete assignment holds and remind myself that I can’t possibly provide a grade for an assignment that a student hasn’t even completed or missed due to an absence. How do I grade something that a student did not complete? How do I know what the student learned or hasn’t learned if they don’t portray evidence that they did learn? In my opinion, zeros are negative symbols that hold a demotivating connotation to school academics and should be eliminated from all grading. If a student doesn’t understand an academic concept, the grading should be based on progression of achievement, not a zero averaged grade.
ReplyDeleteWhen I compare both a 1-5 point scale with a 0-4 point scale, I numerically see the same differences between the amount of levels there are; 5 levels. The letter grades (A-F) can each be identified with a number on both scales; in essence, the scales are similar. The grades are both reflected similarly because each scale both use the same amount of levels that also reflect letter grades A-F. The only real difference between the scales is the demotivation that is associated with the number assigned to a grade, such as zero. The symbolic connotation with the number zero as a score is very negative and promotes poor self esteem when it comes to academics. In this case, utilizing a 1-5 point scale has a slight advantage over the 0-4 point scale. Overall, the use of a 1-5 point scale allows for a higher success range, and a lower failure range, which promotes success; after all it’s not perfection that we’re looking for with all students, but a keen understanding of what has been instructed for most of them.
Hi Matthew! I noticed that you agree with the 5 point scale. I agree with you and hope that this can become a true way of grading with equity. I imagine this scale working well in a junior high school setting when students are already dealing with so many changes in their emotions and social lives. I wonder how the affects of a simpler less stressful way of grading would affect the students overall emotional stability. I could imagine that the stress of grades adds to the social stress of junior high and the hopes of fitting in. It would be so nice to take that stress away from them and let them focus on learning and growing up.
DeleteAloha Matthew. I notice you mention that elementary schools use a standards-based grading system. I would like to learn more about how primary teachers actually consider a student has met the standard. I am sure you can assess as a teacher, use standards-based tests, and other resources to determine their comprehension and mastery of each standard. I wonder how hard this would be to change at the secondary level. My school claims to be 'standards-based grading', however all teachers still input numerical scores to Infinite Campus. It would be beneficial to see if our school could somehow modify Inf. Campus to become standards-based input.
DeleteMatthew, I too see the benefits of having 1 be the minimum score and the benefits of using a 1-5 scale as opposed to a 0-4 scale. I can't help but wonder though, if eventually a 1 would be viewed in the same manner as a 0 since they both represent the floor.
DeleteIf you’ve assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zeo motivates students, but in fact it often demotivates them?
ReplyDeleteHypothetically, if I give a zero, it is primarily to affect students psychologically so that they understand the importance of turning in all their work. Knowing it is mathematically unsounds invalidates my opinion and makes me realize that a zero is not teaching anyone to be more responsible. The zero is just giving a student that doesn’t want to try a way out of doing their work. I believe now after reading this chapter that just putting a letter like M for missing would suffice and not letting a student not turn in a piece of work. I see how a student that is finding school work difficult would take the zero instead of potentially turning in work that was subpar. I definitely believe that a zero demotivates students and does not give them motivation to continue to try.
Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
Switching to a 1-5 scale, I believe the following: the grades become more simple for students to understand and more simple for a teacher to keep track of. One way that this makes grading more accurate is that there are less numbers to understand, especially for elementary students. My son can get one wrong on a test but get a 92%. He has no idea what 92% means. He hasn’t even learned percentages in math yet. One way that this makes grading more equitable is that that 1-5 scale gives more opportunities to not fail. In a 100 point scale, below 60% is failing but that only gives you 40% to not fail and 20% to be considered a good grade (A or B). One way that this makes grading more motivational is that there are more opportunities to succeed and understand that they did succeed.
Hi Beth.
DeleteI notice you feel that switching from a 1-5 grading scale is a more simple way for both students and teachers to track grades. I never really considered using a 1-5 grading scale, until I read chapter seven. It actually makes more sense to not assign zeros, and instead start with the lowest as a one. I wonder if we should implement this for the upcoming fourth quarter and if we did how it would affect our students.
Hi Melissa,
DeleteI noticed that you are thinking about changing to a 1-5 grading scale for 4th quarter. After reading the chapter, I would also like to try out a 1-5 grading scale. I have never used something like that when grades except on some of my rubrics. This is something that I will try out next year. I feel that I have communicated my grading policy for this year with students and families already and it would be confusing for them if I tried to change things now. When using the 1-5 scale, I think I will have to spend some time show the students how it work. There are a few teachers on my campus who use it and many times students ask what the numbers mean.
Hi Beth, I noticed you believe that grading using a 1-5 scale is more motivational for students and also allows more opportunities for success. I definitely agree with that. I believe students would be much more motivated if they were not always receiving 0's on their work. I wonder, how do you see your students reacting to your grading? Do you notice they feel a certain way about your grading versus other teachers they have?
DeleteIf you’ve assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zero motivates students, but in fact it often demotivates them?
ReplyDeleteWhen I input a zero grade, my intention is to affect the student psychologically. I have found that most students are highly motivated with earning high scores and good grades. When students check their grade in Infinite Campus and view a zero or missing, this provides indication that they must complete the work. I now have a better understanding why a zero is never an accurate depiction of a student’s comprehension. Zeros are an inaccurate representation of student progress. As Feldman states in Chapter 7, “there is no evidence that receiving a zero motivates students, but in fact it often demotivates them.” I have learned that instead of entering an ‘M’ for missing assignments, which is in fact the equivalent of a zero grade, this is detrimental to a student and negatively impacts their motivation to learn. With Quarter 3 grades due, I actually went through my gradebook and removed the zero and missing scores from student work. In doing so, this increased student grades and percentages, but also is a more accurate and equitable representation of their content knowledge.
2.Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
Transitioning from a 0-4 grading scale to a 1-5 scale, is a more accurate representation of student understanding and growth. Like Feldman states, ‘students who attend class regularly will have some sense of the content and therefore should not earn a zero grade.’ Scoring the lowest achievement possible with a one instead of a zero provides students more motivation as well as a more accurate representation of their participation in the course subject.
I notice that you have assigned zeros for students to mentally be aware of the work they are missing. I have done the same thing, but now am also rethinking this. I like your idea of going through the Q3 gradebook, I think I might actually do the same thing tomorrow and see how that affects the grades. I have already tried to only grade summative assessments this quarter as a way to better reflect their academic performance, and I think this will help as well.
DeleteI wonder what you do about students who have been absent or simple haven't turned in assignments, are you going to give them the 50% or leave it blank?
Aloha Melissa! I noticed that you said that for this Q3 you went through your gradebook and removed the zero and missing scores from student work. You mentioned that this increased student grades and percentages, but also is a more accurate and equitable representation of their content knowledge. I also did the same thing a few weeks ago and I can see that if affected the struggling students positively and I got some positive feedback on that. I wonder though, how can we address the small percentage of students that just never show up and/or do not do any work at all? Yes weʻre trying just to assess content knowledge but for me, Iʻm also trying to get students to be accountable for their work and work ethic.
DeleteMelissa (and Charme), I notice the removal of zeros from gradebooks and how you both see this as more equitible. I too wonder how to give marks for students who never show up. I use N or I for these kinds of students, but at the end of the day, I'm told they become Fs if students don't show up. Do you think this is OK?
Delete1. If you’ve assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zero motivates students, but in fact it often demotivates them?
ReplyDeleteI have always assigned zeros to missing assignments, mainly as a way to remind a student to turn something in, or to come in and make up their test that they were absent for. I have always allowed students to make up missing assignments and change them from a zero. For some students this motivates them, but for others it does not. Sometimes the zero does not impact their grade enough, it may drop them from a B to a C or a D but either they don't notice or they don't care because they are still passing. It makes total sense about not using zeros. I can't get on board with simply not factoring them in, because it ends up allowing students to do only one assignment well and then get a good grade in the class, making it seem as though they have mastered everything. I like the idea of making students complete everything, although in a high school where I have 150 students, that is simply impossible. I have students this year who have literally turned only 1 assignment in, even though they are present in every single class. I have no idea what to do about that. However, creating a minimum of 50% does make sense, in addition to requiring them to do everything, this does allow the grade to more accurately reflect their achievement if they do not turn in everything, it also can boost those students who score like a 25% of a test and give them a confidence boost that might empower them to come in for a retry.
2. Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
As the book mentioned, breaking down the scale into larger chunks creates a more balanced and equitable grading scale. I really liked the idea of "would you estimate the size of the room in inches or in yards?" The more precise you are, but less likely to are to be perfectly accurate, precision does not always yield accuracy, and this is a great example of it. I am not a big fan of the 0-4 simply because I don't know how well kids understand it, but the A-F I think can be a better way to do it.
Aloha Jessica,
DeleteI noticed your comment about breaking down the grading scale into larger chunks, it reminds me of a conversation a science teacher at my high school shared. On her own, she widened the 'D' range of her grading scale so that there is a better chance for students to not fail. My question to her was, "what did you do to the other grade ranges?" Nothing, she said. The A, B, and C letter grade range stayed the same...unachievable for some. She asked my input and I literally told her to wait until I read Chapter 7 of our book study. I didn't have a response then.
But I do wonder what insights my principal would have in regards to this teacher's grading practice? Is accurate, bias-resistant, and motivational grading practices important to any administration nowadays? I giggle at times because my principal will often seek my advice about things like this and for once, I haven't an answer...yet!
Aloha Jessica! I noticed that you have always in the past used zeroes as a way to remind students that they need to turn in or make up some work. That is how I have always used zeroes also. I wonder what other methods we can use in our high school setting to hold students accountable for missing/late work other than using zeroes. When the students (and parents) see the zeroes in Infinite Campus it informs/reminds them that they have work they need to do. Iʻm also looking for ways to get 150 students to complete work.
Delete1. If you’ve assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zeo motivates students, but in fact it often demotivates them?
DeleteI have assigned a zero before and it was meant to ‘warn’ the child of what grade awaits if the work is not completed. However, it was also intended to be replaced by an earned grade once the task was completed and submitted. This doesn’t make it okay but it shows that there was room for “make-up” once the child demonstrates their learning of the content standard(s). It made room for reteaching, feedback, reassessment, and implementation of differentiation strategies.
I am not surprised that there isn’t evidence to support the zero practices. Like Feldman quoted Guskey on page 76, “Instead of prompting greater effort, low grades more often cause students to withdraw from learning.” I work with a special education population where they emotionally check out when they see no hope in what they are doing. They are at a disadvantage already, with learning disabilities, that scores of ‘zero’ drive home feelings of hopelessness.
Because I am a service provider, and not directly involved with grading students, I am an advocate for change in our teacher practices. Through this book study course, I saddle myself with knowledge that I can bring to the discussion table as I collaborate with colleagues and to raise awareness on students’ behalf. Shifting perspectives is not an easy task at all!
2. Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
I’ll begin with this, “Compared with the 0-4 scale, which is more accurate and so much easier to understand, it seems untenable and unnecessary to use the 0-100 scale” (pg. 90). I like simple; simple to implement, simple to understand. To me, using the 0-4 scale:
-speaks to student success, -gives the ‘zero’ less impact, and -as Feldman shares, “let’s us use it without fear that it will consign our students to unredeemable failure” (pg. 90).
This motivates me to learn more about minimum grading and how it can be more sustainable throughout time in providing fairness for students. I yearn for accuracy because I practice obedience in my profession.
REPLYING FOR MATTHEW FUJIKAWA
DeleteI noticed you shared that you can’t see yourself grading without utilizing zeroes in your scoring of assignments. Yes, a comprehensive final score shouldn’t be based on just doing well on one assignment/test, and one would think including zeros is a mandatory need for grading, but it doesn’t have to be that way. I wonder what additional opportunities a student can receive to repeatedly showcase their understanding of learned skills in school, and not just accept a grade based on one attempt. Thank you for sharing!
Jessica, I noticed that you too have assigned zeroes in the past but are now reconsidering this practice after what we read. I like you have students who may do only one assignment in the entire term, and thus feel pressured to pass the student even though not enough evidence was gathered despite efforts. I do hope that the book addresses such situations to help us find solutions we can live with.
DeleteI have assigned zeroes primarily to affect students psychologically and to hold them accountable for doing their assigned work. I felt that if the student did zero work, they should get a zero grade. I learned from the reading that awarding zeroes is mathematically unsound and inaccurate. I truly never thought about the math of it before, as well as the fact that a zero does not assess student knowledge at all. I have absolutely changed my mind about zeroes and no longer use them in my grading. Yes, it did change my mind to know that there is evidence that receiving a student does not motivate students. I am sad when I think about all the students in the past to whom I gave zeroes to and how that affected them psychologically and academically, making it so hard and sometimes impossible to get to a passing grade. I plan to implement a grading system that motivates students and assists them to achieve success.
ReplyDeleteI think that some teachers may use a 1-5 scale because they want to completely avoid using zeroes. Seeing zeroes can be very discouraging for students. The 0-4 scale is used by schools to convert grades into a GPA that can be used for things like honor roll and college applications but the 1-5 scale is more useful to teachers and students. Setting a minimum grade that no student can score below can be a real boost to student success because now they can see that getting to a passing grade is truly achievable. Vulnerable students benefit from this type of grading system and allows them a more equitable opportunity to pass. This contributes to a classroom and school culture that better supports students and learning. I believe that the 1-5 system gives teachers and students more support and motivates students to do and complete work so that they can get to a passing grade.
Aloha Charme, thank you for sharing.
DeleteI noticed how you felt remorse for the students that had zeros for missing assignments, I used to feel that way in the beginning when I graded each assignment - making each assignment have a weight and you could see how one assignment could determine an '4/A' or a '3/B' grade.
I wonder if your students understood the breakdown of what each number means? Then they may not be discouraged by receiving a '0' on their assignment/formative/summative.
Hi Charme,
DeleteMahalo for sharing. I too feel bad for giving student's 0's, but sometimes with my older students it's an alarm and the urgency sometimes is much needed to correct their laziness. I do see the other aspect of how the 0 will affect them negatively but I see that that you said it is useful. I am also trying to find a balance between verbally communicating with them could also be something better than giving them the ultimate 0.
Part 1:
ReplyDelete1. I learned that giving a zero becomes easy when I haven’t met a student all semester, even after phone calls and counselor/admin home visits. It doesn’t become my problem. When I assign a ‘zero’ it’s normally after many attempts of contacting the student and chronic absences, it’s the last resort because grades are due. I don’t intend to give zeros to affect students mathematically or psychologically - I do it because there’s not much more I can do when students don’t attend and when they do, choose task avoidance when they return to class; not choosing to accept help/support from peers or teachers (even me) to accomplish assignments.
Changes to my practices will be to ensure my students can achieve their grades. It’s not that I enjoy giving zeros to my students - but like with real life situations, everything has a “deadline” and if the deadline isn’t met, then ‘zeros’ are set in place to show the absences of completed work. Sure, a student could get a ‘zero’ on an assignment by choosing not to complete it versus failing to start the assignment.
I will continue to implement retakes to summative assessments. I want to ensure that my students understand the standards/concepts before the retakes. My students know that I allow retakes on summatives. If they are confident in what they know, they’ll do well on the summative. If they don’t know the standards/concepts, they’ll do poorly so they know what areas they need to work on.. So they’ll try to do as much as they can on the first attempt and the second, knowing what they saw on the first attempt will do better on the second. This allows them to feel more confident and motivated to get a better grade/mastery level.
Hi Hoku,
DeleteI noticed that you discussed "deadlines" in your response. I agree that students need to understand deadlines to be successful in the real world. I am wondering if this concept could be taught when students are completing formative assignments that don't count for a grade? For example, I allow students to submit assignments throughout a unit, but once the unit is closed, I no longer except them. So deadline is the end of a unit. If students are completing assignments after the unit is closed, they would be just completing assignments to complete them and would not be able to make the necessary connections because the class has moved passed this content. Students would just really be going through the motions and learning would be really limited. When I design my units of study the lessons and assignments are all connected. I want students to complete work in a way that maximizes their learning. Summative assessments are treated differently than formative assignments.
Part II:
ReplyDelete2. I learned from my math department and course alike that when we create our rubric, we don’t put a standard for ‘1’ or ‘0’; only 4 - 2. If the student chooses not to answer the problems, they’ll receive a score according to the rubric. For example, there are three problems per standard - the depth of knowledge increases by each problem. A student can choose one out of three, two out of three, or answer all three; and will be graded on the correct answers and be given a grade corresponding to the rubric. For example, if a student chooses to only solve the DOK3/4 (depth of knowledge) level questions and get the correct solution, then they’ll receive a ‘4’ without answering the other two questions.
Changes to my practice is to work on creating this type of grading style for my music classes. I’ve also created peer review rubrics for performance assessments and comment sections for constructive feedback. This has worked well with students because they’re able to see their peer reviews and self evaluation. I have my students do these peer reviews for performance assessments twice a semester. I believe using a ‘4-2’ scale can also be accurate, equitable, and motivational. It allows students who try to attempt the assessment and show emerging knowledge of the standard/concept will achieve a grade. Those students who choose to fail by not completing the standard/concept or if chronic absences forces a ‘zero’ to replace the missing assignments/summative scores. When students attempt and correctly answer DOK1, it puts them at a ‘2’ (C) instead of a ‘1’ or ‘0’. Then if the student chooses to retake the summative, they can try to solve DOK2 or DOK3/4 problems for a higher grade/mastery level.
I will implement ways to help my course alike understand this style of grading that I’ve learned in Chapter 6 and 7. We can work on creating our rubrics to be accurate, motivational and equitable, for all math subjects in my math department. After we have seen the data collection and discussed what works or what doesn’t, we can make adjustments each term/unit.
If you’ve assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zeo motivates students, but in fact it often demotivates them?
ReplyDeleteThe way I have my gradebook currently set up, through the quarter I put in a / if a student is missing an assignment. I also use ABS if a student is missing an assignment due to being absent. Missing and Absent assignments do equal a grade of a zero. Many of my students see the missing assignment on the online gradebook and how it has impacted their grade and come to ask me what they need to do to fix it. I encourage my students to complete any missing assignments and provide class time to do so if needed. At the end of the quarter, I will go back in and take out any / or abs, so grades will be based on what learning each student was able to demonstrate, not on whether or not work was completed. It is interesting to me that there is no evidence that shows that zeros motivate students because that has not been my experience.
Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
I really like the idea of using a scale of 1-5 instead of a % system or 0-4 scale. I have seen teachers use a 1-5 system and when students review their grades, many times they ask me “what does a 2 mean” or “what does a 4 mean.” If I move to a 1-5 scale I would like to connect this to a letter grade as well as a description, so students and parents can hopefully understand the meaning of each grade.
Here is what I am thinking….
5 - A = Totally Got It
4 - B = Got It
3 - C = Almost Got It
2 - D = Not Yet
1 - F = Not Yet, Very Confused
Each formative & summative assessment would be graded using a rubric that follows this system. I will do my best to have all students complete the summative assessments, but if a student did not complete the summative assessment their grade for that standard will be based on formative assessment data. I would like to experiment with the 1-5 scale to see if students are motivated by it and if it is easy for them to understand. I want to use a grade tracking tool so students see where they are at with their mastery of each standard.
Hi Christine, I noticed that you like the ideas of using a scale like 1-5 for grading. I really found your descriptions of each letter grade simple and to the point. I think that is why so many people love and are so used to the A-F grade. They know A means....totally got it and so on like you mentioned. Like you, I really wonder if this is a motivator for students?
DeleteAloha Christine,
DeleteI noticed your 1-5 scale and I I like the way you put it. Although, in elementary school we don't use letter grades, maybe I could assign our ME- WB grade just like yours? I will try to apply that in my class to and see if it helps my students understand the grade that they receive.
If you’ve assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zeo motivates students, but in fact it often demotivates them?
ReplyDeleteI have assigned a zero before and it was meant to ‘warn’ the child of what grade awaits if the work is not completed. However, it was also intended to be replaced by an earned grade once the task was completed and submitted. This doesn’t make it okay but it shows that there was room for “make-up” once the child demonstrates their learning of the content standard(s). It made room for reteaching, feedback, reassessment, and implementation of differentiation strategies.
I am not surprised that there isn’t evidence to support the zero practices. Like Feldman quoted Guskey on page 76, “Instead of prompting greater effort, low grades more often cause students to withdraw from learning.” I work with a special education population where they emotionally check out when they see no hope in what they are doing. They are at a disadvantage already, with learning disabilities, that scores of ‘zero’ drive home feelings of hopelessness.
Because I am a service provider, and not directly involved with grading students, I am an advocate for change in our teacher practices. Through this book study course, I saddle myself with knowledge that I can bring to the discussion table as I collaborate with colleagues and to raise awareness on students’ behalf. Shifting perspectives is not an easy task at all!
Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
I’ll begin with this, “Compared with the 0-4 scale, which is more accurate and so much easier to understand, it seems untenable and unnecessary to use the 0-100 scale” (pg. 90). I like simple; simple to implement, simple to understand. To me, using the 0-4 scale: -speaks to student success, -gives the ‘zero’ less impact, and -as Feldman shares, “let’s us use it without fear that it will consign our students to unredeemable failure” (pg. 90). This motivates me to learn more about minimum grading and how it can be more sustainable throughout time in providing fairness for students. I yearn for accuracy because I practice obedience in my profession.
Aloha Ceslee, thank you for sharing.
DeleteI noticed how you mentioned your special education students emotionally checkout when they see no hope in what they're doing - goes for even GenEd students. When I taught resource and inclusion math, I would have a grading sheet that the students would place in a folder that shows all the assignments/formatives and summatives that was placed for the whole unit. If they were missing the assignment/formative, I would highlight it to show I checked their folder - they wouldn't get penalized for late work; but it would hold them off on completing the summative until they showed a level of understanding.
I wonder if at the beginning of next term, you can have a discussion with your students about how the grading process work. What each score means, even a zero - so that when a student sees their grade, they'll feel motivated to excel or bounce back.
Aloha Ceslee! I noticed that you have mentioned being a SpEd provider and have stated about being an advocate for a change in teacher practices. I am in the same boat as yours since I am an EL Teacher, however the difference is that I am assigned classes to teach where I am the teacher on record and that I am really looking for ways to make my class and my grading system as accurate, equitable and motivational as I can. As you have stated, it is difficult to shift perspectives, much more when you try to suggest it to a colleague. I wonder what the State could do specifically to streamline the shift in grading practices across schools since I believe that it would take a person in authority’s voice to call for a change.
DeleteAfter reading the chapter materials and really looking at the mathematical explanations behind giving a 0, I can see how ineffective it is. I have assigned a 0, but mostly for psychological effect on students. I have in the past given 0’s to students, however I started using a 1-4 scale instead of giving 0’s to students because it is something that just demotivates students’ effort. I usually correlate my grading according to the novice- 1pt, partially proficient- 2pts, proficient- 3pts, advanced- 4 pts. This grading scale gives me more of a clearer picture that matches up with our report card grades - well below, developing proficiency, proficient, and meets and exceeds proficiency. I am actually glad that I started moving all of my grades over to this type of grading scale and the chapter readings supported it!
ReplyDeleteBecause the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
Personally for me, seeing a 0 on any assignment scared the living daylights out of me. I was from a very strict academically driven background so seeing a 0 represented a lot of things being taken away or there would be consequences. The 1-5 scale also gives a better understanding of the student’s knowledge. Knowing that you are at a 1 and aren’t starting from ground 0 can greatly be more motivational to students. I also think that grades would be more accurate and not just because of the numbers. Students who have seen 1’s as their grades will also be motivated when they are able to see that they are only 4 points away from being a 5. Replacing the 0 with a letter like M for missing or A for absent would also help the teacher keep track of other things that might be a factor in their student’s progress.
This comment has been removed by the author.
DeleteHi Kristin,
DeleteI noticed that you will be using the "M" for missing assignments. I will be using this too! I really never given out zeros just had my students make up the missing assignments. Students were always able to produce something thus never really receiving a "zero" grade! Thanks for sharing!
If you’ve assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zeo motivates students, but in fact it often demotivates them?
ReplyDeleteAssigning a zero in art means you either did not do the assignment or showed no evidence of work. I think I only gave a failing grade once in my life for a media class I taught. This is a mathematical consequence for the student. I think that zero’s can motivate and demotivate students. I know students at my school that do the work to avoid the ‘zero’. However, seeing that it is mathematically unsound, I would reconsider the final grade. Currently, as an art teacher at an IB School, I only assign numbers 1-8 and follow a rubric. So, it might not apply to my own practice today.
Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
Well what makes grades more accurate is if we can collect data or evidence of learning. The evidence in my case as an art teacher is usually some kind of product. It could be a drawing, painting, or even a sculpture. I think using a scale/rubric 1-8, can take away the mathematical inaccuracy vs traditional 0-100. I think this would make grading more equitable, because you would able to read in the rubric what descriptors they met. Since the rubric is written, students can see what they need to do in order get a certain grade which will motivate them.
Hi Jeff,
DeleteI noticed that you use the 1-8 scale, as IB requests, but I wonder do you consider 1's a passing grade? I've always struggled with the idea that as hard as it might be to earn an 8 on the rubric, it is also hard to fail, and I wonder if we end up passing students along who really haven't demonstrated enough learning to know that they'll be successful later on. Judging by the rubrics, 1's do still require a decent amount of work, but I know teachers that assign 1's as long as they do SOMETHING. I also don't feel like 1's really meet proficiency, and even 2's are far from it. But 1's and 2s typically equate to a D, a passing grade. I know we teach two different grade levels too, and 8th graders are more jaded, but I feel like when they get to me, sometimes I have to have conversations with them about how just doing a little is not enough to earn a 2 and therefore not enough to pass in science. Thoughts?
Ah sorry, I forgot to put my name on it!
DeleteHi Jeff,
I noticed that you use the 1-8 scale, as IB requests, but I wonder do you consider 1's a passing grade? I've always struggled with the idea that as hard as it might be to earn an 8 on the rubric, it is also hard to fail, and I wonder if we end up passing students along who really haven't demonstrated enough learning to know that they'll be successful later on. Judging by the rubrics, 1's do still require a decent amount of work, but I know teachers that assign 1's as long as they do SOMETHING. I also don't feel like 1's really meet proficiency, and even 2's are far from it. But 1's and 2s typically equate to a D, a passing grade. I know we teach two different grade levels too, and 8th graders are more jaded, but I feel like when they get to me, sometimes I have to have conversations with them about how just doing a little is not enough to earn a 2 and therefore not enough to pass in science. Thoughts?
If you’ve assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zeo motivates students, but in fact it often demotivates them?
ReplyDeleteI have not assigned a zero in my career, although I have been tempted to do so many times. In the times I have been tempted to assign a zero, it was intended primarily to affect students psychologically in hopes that they would hurry up and turn in their assignments. Luckily, I have heard students complaining about receiving zeros from other teachers and feeling like they shouldn’t even try anymore. I realized that the zero definitely demotivates students. I have witnessed the mentality “they’re just going to give me a zero anyway.” Knowing that it is mathematically unsound was the main deterrent for me. Like the text, I could not prove why a student deserved a zero when I have no idea what they are capable of. I have found that, especially this year, I simply do not give a grade for assignments students do not complete and I spend a lot of time communicating with my students to encourage them to get it done or to make a plan for completing the assignment.
Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
I think the 1-5 scale makes the grade more accurate because once again a student never really knows nothing. As discussed, a 0 implies that the student gained no knowledge and/or entered with no knowledge, which is just not the case. A 0-4 scale allows for vulnerable students to fail with 0’s whereas a 1-5 demonstrates a more accurate and motivational grade when students are able to receive at least a 1 which better describes where the student is at in meeting the standard.
Val Shindo-Uehira
DeleteHi J,
I also believe that students who earn zeros are more apt to just give up rather than try. It's easier to just not do it if they are going to earn a zero anyway. I can understand how demotivating this can be for a student. I do have to admit that I am one of those teachers that assigned zeros. There was not intent, just if work was not done and turned in, a student received a zero. Going forward though, I will definitely ensure that my grading practices are fair and sound (and will not include zeros!).
If you’ve assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zero motivates students, but in fact it often demotivates them?
ReplyDeleteAs I pondered upon the reflection prompt I thought about my own grading and realized that I have never given a “zero” grade. I automatically thought about math, being that I teach a number of subjects in the elementary school setting. When a student does a word problem, for example, if they had gotten the incorrect answer I never ever gave them a “zero.” I’ve always given a point for the work that they produced. I feel that students should be given credit for what they do know. If a student didn’t turn in a work I don’t think of it as a “zero” just as a missing assignment or assessment. If students were missing an assignment I merely circled it in my grade book and never included it in the total grade until they finished the assignment.
Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
The 1-5 scale helps teachers and students understand where their own learning falls. Using the zero grades isn’t mathematically accurate. I’ve always given credit to what students produced but used the 0-4 scale but will change to the 1-5 scale.
1. If you’ve assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zero motivates students, but in fact it often demotivates them?
DeleteI have assigned zeroes to students, mostly to affect students psychologically, I suppose. The intent was to send a message that they need to do their work, and in hindsight as a punishment in the sense of it will affect their grade negatively, but I always thought of it as helping to hold students accountable for their work. I have definitely seen it as demotivating for the vulnerable population of students with IEPs. Reading through the book does change my opinion on zeroes, however, our school is not quite set up for minimum grades or incompletes.
I still struggle with the idea of a student’s grade not being affected if they don’t turn in an assignment. I understand that they shouldn’t be penalized, however, I don’t feel right giving a quarter grade for a student if I don’t have evidence that they DID learn something with regards to the standards, because the grade would still be inaccurate. If a student completes one summative assignment out of 4, how should that be reflected in their grade? I feel like there should also be a maximum grade if a student does not turn in a summative–we can look at their formatives, and then you can safely assume that they may at least be approaching the standard, however, mastery of the standard comes with applying their knowledge or skills to new situations without assistance. Therefore, I think that grades based on formative work alone would be capped on the low end at 50%, and possibly at the high end 70% if we’re going with percentages. That way if a student fails to turn in anything, and there is no formative work to determine their knowledge, then they would earn the minimum score of 50%, however, if there are formatives that demonstrate some understanding, they can earn higher than a fifty.
2. Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
Having a 1-5 scale is more equitable a accurate than a 0-4 scale because 0’s are demotivating for students, especially vulnerable ones, and many students who fail to turn in assignments are often those who are absent due to family issues (health, parents working, young children at home), sick themselves, don’t understand the work, students with anxiety, or those with trauma. It’s punishing students and promotes inequity because students who are already disadvantaged continue to come out disadvantaged after completing their schooling, as grades often affect job applications. Recording zeroes in the gradebook also does not accurately show what students know–they do know more than absolute nothing (so we hope). Having a 1 (a minimum grade) instead of a 0 means that students have shown some proficiency in some way (through formative assessment), and therefore is more accurate than a 0. In addition, students' grades will not be tanked by one mistake or one poor decision. That said, I’m not sure what would happen if there was no summative work and also no formative work to rely on, for instance, if the student just fails to turn in anything at all.
Aloha Dayton,
DeleteSorry for the accidental post under your comment! I noticed you mentioned that you didn't include their missing assignments in their grade until it was turned in. Did you ever have students who just didn't turn in the assignment before the grading period was over? If so, how did the missing assignment factor into their grade if at all? I'm still trying to figure out what to do if they don't turn in formative or summative work for a particular standard, and there's no other formative evidence of their learning. I'm not sure how to accurately assess them with a grade in that regard!
Sorry, I commented in the wrong place!
ReplyDelete1. If you’ve assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zero motivates students, but in fact it often demotivates them?
I have assigned zeroes to students, mostly to affect students psychologically, I suppose. The intent was to send a message that they need to do their work, and in hindsight as a punishment in the sense of it will affect their grade negatively, but I always thought of it as helping to hold students accountable for their work. I have definitely seen it as demotivating for the vulnerable population of students with IEPs. Reading through the book does change my opinion on zeroes, however, our school is not quite set up for minimum grades or incompletes.
I still struggle with the idea of a student’s grade not being affected if they don’t turn in an assignment. I understand that they shouldn’t be penalized, however, I don’t feel right giving a quarter grade for a student if I don’t have evidence that they DID learn something with regards to the standards, because the grade would still be inaccurate. If a student completes one summative assignment out of 4, how should that be reflected in their grade? I feel like there should also be a maximum grade if a student does not turn in a summative–we can look at their formatives, and then you can safely assume that they may at least be approaching the standard, however, mastery of the standard comes with applying their knowledge or skills to new situations without assistance. Therefore, I think that grades based on formative work alone would be capped on the low end at 50%, and possibly at the high end 70% if we’re going with percentages. That way if a student fails to turn in anything, and there is no formative work to determine their knowledge, then they would earn the minimum score of 50%, however, if there are formatives that demonstrate some understanding, they can earn higher than a fifty.
2. Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
Having a 1-5 scale is more equitable a accurate than a 0-4 scale because 0’s are demotivating for students, especially vulnerable ones, and many students who fail to turn in assignments are often those who are absent due to family issues (health, parents working, young children at home), sick themselves, don’t understand the work, students with anxiety, or those with trauma. It’s punishing students and promotes inequity because students who are already disadvantaged continue to come out disadvantaged after completing their schooling, as grades often affect job applications. Recording zeroes in the gradebook also does not accurately show what students know–they do know more than absolute nothing (so we hope). Having a 1 (a minimum grade) instead of a 0 means that students have shown some proficiency in some way (through formative assessment), and therefore is more accurate than a 0. In addition, students' grades will not be tanked by one mistake or one poor decision. That said, I’m not sure what would happen if there was no summative work and also no formative work to rely on, for instance, if the student just fails to turn in anything at all.
Hi Jennifer,
DeleteI noticed that you said it is frustrating when students fail to turn in any assignment at all due to other reasons other than just not meeting the standard. I too have seen an increase due to the pandemic with family issues and anxiety. Like you said what happens, if a student does not turn in anything at all by the end of the quarter? Is a N/A on the report card an equitable grade as well? Thanks for sharing!
Hi Jennifer!
DeleteI notice that I myself assign zeros as a motivating factor to push students to complete assignments when they neglect to turn it in. While reading through the book changes my mind too that it doesn't assess student knowledge as a whole, I am eager to try it but not sure how soon I can implement it. I also think it would be unfair for the students who do turn in all their work and not be recognized for their resilient work ethic.
I wonder if the scale could extent to a 0.5? This could mean that the student is not dug into a hole that they can't get out of, but also not giving points to students who aren't doing anything? Overall I share the concern with you that I am worried about the at risk students but I don't want to diminish the spirit of those who are working hard and just not scoring well.
If you’ve assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zeo motivates students, but in fact it often demotivates them?
ReplyDeletePrior to reading this chapter I hadn’t actually considered the mathematical unsoundness of giving zeros. There was no intent on my part, it was simply that when the work isn’t turned in the student gets a zero. It wasn’t any deeper than that. It does change my opinion and I am now considering more mathematically sound grading practices. I don’t know that grades should motivate students at all, so the final question to this reflection is moot in my opinion. Can grades motivate or demotivate students? Of course they *can*, should they? It honestly doesn’t matter to me.
Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
A 1-5 or 0-4 scale does seem more equitable, again, the motivational part doesn’t really matter to me - that's something intrinsic to individual students. But I’m starting to think that equity might not be the most appropriate term that describes what this book has been saying so far. Because schools aren’t equitable places. Every school has that one teacher or the few teachers who are just bad at teaching, and are grades from those teachers accurate? You can’t equitably grade in a vacuum, that is not what equity is. I think that any grade is only as accurate as a given teacher's content knowledge, understanding of the standards, and pedagogy.
Aloha Nicholete! I noticed that you have stated that schools aren’t equitable places, although people like us are taking strides just to make our teaching practices more equitable, at least. The inequitable part, as you have said lies on our differences, or distinctness, so to speak. We may have entered teaching, not trained but as we go with the process and learn new things that we may think would benefit more the students that we serve, aren’t we supposed to change our ways to make ourselves better? I just wonder what a teacher could do to advocate for grading equity, with less or even no support from a school’s administration because I know that grading equity conversations are vital, but will certainly create opposing views especially with the teacher’s given rights to intellectual freedom and authority over grading.
DeleteVal Shindo-Uehira
DeleteHi Nicholete,
I also assigned zeros not really thinking about its mathematical unsoundness. Like you there was no intent on my part, just if there was not work turned in, then I assigned a zero. After reading this chapter, I really had to pause to reevaluate my use of zeros. Going forward I will make more of an effort to ensure that my grading practices are accurate and mathematically sound. I'm not sure how you felt about the minimum 50% score, but this is something that I am still struggling with. I would love to hear your thoughts.
1. If you’ve assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zero motivates students, but in fact it often demotivates them?
ReplyDeleteI had assigned zeros in the past and mostly, it is to satisfy a psychological need-to hold students accountable for not following our directions, just like what Reeves has stated on page 84 of the book. Guskey (page 84) also suggested that teachers in the secondary setting assign a zero because we feel that our power over the students is limited and this is a great tool to have students feel the consequences for not performing. I am guilty of both. I understand that giving a zero is not mathematically sound and thus I only assign a zero for one specific reason—when a student is not coming to school and never submits any assignments because assigning 1(in a 4point scale) for each assignment would make the student receive a passing grade (a D), and of course would be an equitable issue with the rest of the students who have done their best to perform well in class. I understand that a zero may demotivate a student, which again makes me think about the essence of communicating the why’s and the how’s to the students. It is important that we explain to them what a zero means, why they are getting a zero and how they could redeem themselves if ever they get one.
2. Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
Currently, I use the 4 point scale in grading my students and I do not see any difference with the 1-5 scale if we are going to preserve the same structure as the 4 point scale and we use them with the same purpose—0 is 1, 1 is 2, 2 is 3, 3 is 4 and 4 is 5. Both are still more accurate than the 0-100 since those with 0(4point scale) or 1 (1-5 scale) represents failing and 3-4(4point scale) and 4-5(1-5 scale) represents meeting the standards. Both are more equitable because they could have a student easily salvage his average even if he receives multiple zeros, because there is no huge difference on the points that separate each grade number. I could also say that both are motivational if assigned an appropriate grade description, because it’s not about the numbers, but it’s about what each number represents.
But for the sake of stating a difference between the two, I would say that the 1-5 scale exudes a more positive connotation, especially that grades should be a reflection of what students know and can do, based on the content standards and if we give a certain student a zero, because he has not submitted an assignment, it still doesn’t equate to whatever he knows and can do, since evidence is missing to measure such.
Val Shindo-Uehira
ReplyDelete1-If you assigned a zero, was it intended primarily to affect students mathematically or psychologically? Knowing that it is mathematically unsound as well as inaccurate, does that change your opinion of it? Would it change your opinion if you discovered that there is no evidence that receiving a zero motivates students, but in fact demotivates them?
I assign zeros to students’ work primarily for mathematical purposes. This is for work where a student shows no understanding. In other words, the student lacked sufficient knowledge and understanding and therefore was not able to correctly answer any of the questions. This is very rare - however, when this does occur I work with students during the RTI period to help increase their mastery of the content. Scores are then modified to reflect the students’ true understanding. If students do not turn in work, it is marked as a “missing” assignment. However, Infinite Campus assigns a zero to work that is flagged as missing.
After reading chapter 7 and listening to the guest speakers, I had to really look at my reasons for assigning zeros. As I reflected on the purpose of assigning a zero and with the knowledge of how a score of zero could negatively affect a students’ overall grade considerably, I decided to adjust my grading practices to assign an “I” (incomplete or will need assistance ) rather than a zero. Looking at the examples that were presented in the text, I can see how assigning a zero would be unfair to a student. Students who would normally score 85% on an assignment with a zero mark could potentially earn an “F” grade which would not be representative of that students’ true understanding and ability. I do struggle with the idea of minimum scores - where students cannot earn less than 50%. I understand that it is better to hold students accountable for the work rather than assign zeros, but I wonder about those students who always fail to turn in assignments. Many times these students are habitually absent and/or are not motivated to complete their work.
2-Because the zero is never an accurate description of a student’s knowledge, some teachers use a 1-5 scale instead of a 0-4 scale. What makes the grade more accurate? More equitable? More motivational?
A 1 - 5 scale provides a more accurate description of a student’s knowledge than a 0-4 scale. A 0-4 grading scale, because it assigns zeros, may be inaccurate because it does not truly reflect the student’s learning and may provide a more negative picture of student progress and learning than in reality. This negative effect can make it so difficult for a student to recover that it may cause him/her to give up. Giving students opportunities to demonstrate their learning by holding students accountable for the work rather than assigning a zero, utilizing a minimum grade of 50% and/or allowing students to correct mistakes might help to provide a more accurate picture of a student’s learning. This may also provide more motivation for students because it would not be so difficult to improve failing grades.
Hi Val!
DeleteI notice that you are really taking what we learn into this class and implementing it into your everyday learning. I think it is great that you have switched from assigning zeros to assigning I's as a more representative way to showcase student knowledge. I myself need to work on integrating this into my grading scale too! While it will take some getting used to, I agree to the reasoning behind why 0's are not an equitable way to assess a student on their content knowledge.
I wonder how your students will react to the 1-5 scale? I know that for one assignment I decided to switch the scale, and honestly none of the high achieving students noticed because they still received full points which didn't drastically affect their grade. On the other hand, the lower achieving students were happier that they weren't constantly getting zeros even though they put in work.
Hi Val, I notice your critique of Infinite Campus gradebooks: "If students do not turn in work, it is marked as a “missing” assignment. However, Infinite Campus assigns a zero to work that is flagged as missing. " I see the same problem, and as a result my IC gradebook is not the final way for me to calculate final grades. Instead, I look at the standards and success criteria and look for evidence on a student by student basis to find the grades.
DeleteAll the times I have assigned a student a 0, it was given to the student as a reminder that a task or assignment wasn’t turned in or it was turned in blank. When a student is given a 0, it signifies that it needs to be completed. To answer the questions, I give it to affect students mathematically and not with the intent to affect a student psychologically (I don’t think any good teacher would want to make their student psychologically sad). I would like to give a slight pushback to those who say it is “unsound” because I don’t think it is fair for a student to be unaffected by not turning in an assignment. While I understand that it doesn't truly assess their knowledge and capabilities as a student, I believe that it is essential that students also work hard for their grade. The argument behind this is that a student could turn in 1 summative assignment that is an “A” and opt to not do 4 other assignments. With not including 0’s, this would mean that the student has an A. In comparison, if a student turns in 4 “A assignments” and 1 “C” assignment, this could mathematically give them a lower grade than the person who had 1 A even though they put in more effort.
ReplyDeleteFor the students that do turn in work I think they should always receive at least a 1. For the students who don’t turn in work I still stand by the fact that they should receive a 0. This is because if the lowest grade was a 1, someone who performed poorly could receive the same grade as someone who didn't even try at all. I will always advocate for the student who tries, as compared to the student who doesn’t even attempt the task at hand. Although the student shows are making a true attempt but don’t do well, it is very motivational for them to not receive a 0 which makes this equitable.