FIAE+B2+Chapter+12

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Charli Sayward
Chapter 12: Grading Scales This chapter discusses how grading scales should be smaller and more specific to the criteria. Using rubrics is considered to be the best way to grade accurately because the expectations will be clear. Grades that are based on just mathematical averages are not considered to be as accurate because numbers can always be adjusted without there being specific criteria. My calculus professor writes on his tests which problems are worth what and gives partial credit for each problem. He does not grade black and white. He expects students to show all the work that was used to arrive to a solution. This way of grading is more specific and accurate. As a student, I greatly appreciate this method and will consider it for when I am a teacher.

Jenn Baum
Chapter 12: Grading Scales This chapter suggests that teachers use rubrics of a 3, 4, 5, or 6-point scale instead of using a 100-point percentage scale in order to better distribute grades. By using the smaller scale and rubrics, grading becomes more consistent and reliable. Within using these smaller scales, they also recommend avoiding using minuses when assigning a grade. For example, you could use a C+ instead of a B-. For students who do well in school and like to get high grades that boost their GPA, the percentage scale works well, but by comparing students to the hundredth decimal, you are not accurately able to reflect the comparison of one student’s mastery to another. This was true for myself when I was assigned a rank in my class. There were so many of us who were very close not only in GPA, but also in ability and knowledge that it does not seem quite fair Rubrics also help teachers focus, not only on the right answer, but on the student’s ability to master the material and demonstrate their knowledge and skills of it.

Linda McLaughlin
//Chapter Twelve: Grading Scales// This chapter discussed the variety of grading scales to use in the classroom. I didn’t realize there were so many different ways to do it. Something that I really got out of this was the effectiveness of rubrics, and how they really help students demonstrate mastery of the material. Students will change over the course of the year, academically, and we need to make sure their grades reflect their changes, and the point of mastery the student is currently at. When I was in high school, I used to get so put off with rubrics, and so frustrated because I didn’t want to have to include all that work that the rubrics suggested. Now, after creating rubrics, I know that they are only as intense as they are for the benefit of the student. Therefore, this is going to impact my classroom because I think I’m going to use a lot of rubrics so that the students will be able to show their mastery and have a lot of different aspects of a grade, so that they can’t “bomb” a project, grade, or paper. I think it’s important for the success of students, and in the long run, they’ll appreciate it.

Ryan Pelletier
This chapter provides many different methods to grade your students. It talks about the importance of rubrics. These are great ways for students to see what they did well, and what they did not do well in. It is not just a grade. Rubrics break down the final score to show the student every part of their total score. When I am making my lesson plans I am always trying to find another way to summative assess my students, but I almost always seem to come up with a rubric. It is just such an effective method to assessing your students. It lets them know what is expected of them and provides great feedback. As a student I hated rubrics, because I was raised to get an A, B, or C. I never really wanted anything else but those letter grades. Looking back on it now I cannot help but wonder how much I could have benefited by not having a grade and nothing else.

Bri Douglass
In this chapter it discuss the differences between grading scales. The two most popular are 100-point and 4-point scale. In the chapter it says that grading with a rubric on a smaller scale such as a 4-point is much more accurate representation. It is hard for me to think about using a rubric like this just because in high school myself the only teachers who used a 4-point scale was the English department, all my math classes were out of a 100. But the example in the book about dividing mixed numbers and breaking the problem down into steps so students receive points for completing steps right even though they may have gotten the wrong answer. I think giving partial credit is great, I will definitely give partial credit but I’m still not sure about using a 4-point scale for all my assignments.

Justin Stewart
Chapter twelve was important to me because of the different aspects of grading. This part of teaching scares me because I want my students to succeed in learning and for my grades to report exactly where they are in the learning process. I can remember rubrics being a love and hate relationship because I knew exactly what I needed to put into a project but at the same time, there was a lot of material in those rubrics. This tended to turn me away from the rubrics and caused me to become overwhelmed. I want to allow my students, as many opportunities as possible to succeed so I will create rubrics that are short and sweet, yet convey all of the necessary information for the students to succeed. I also want to give the students as many grades as possible so the one slip up grade will not affect their overall grade for the class. I understand that not everyone can be perfect every single day.

Taylor Kemp
This chapter talked all about grading scales, and which one is more effective. The author of the book was one who definitely leaned towards the 4.0 scale rather than a 100 point scale. They then went on to state how a 4.0 scale shows a better level of mastery than the 100 does, as well as it the grade itself not being so objective. With this scale, the use of a rubric also is in play. This lets the student know exactly what is being expected as well as what they did right and wrong with their work. They can still earn a good grade if part is not correct for a problem, if parts were correct. How this will impact my classroom I am not sure of yet. As of reading this artictle I am leaning more towards a 4.0 scale, but can not be completely sure. It will take more work to start of with, but I believe it will make a difference in the end, and will result with a more accurate grade than if using a 100 point scale.

Darcie Doodle
This chapter focused on the different grading scales you can use in your classroom. It focused mainly on the 4.0 grading scale, and the 100 grading scale. It offers both pros and cons to each. However, one thing that is really obvious to help grading by creating a rubric. It says that “In order to create objective, accurate grades, then, we should use a rubric in the majority of our assessments” (153). As a student, the grading scale was something that was always changing. It was infuriating that they grading scale for one class was different from another, and that it was different from the schools grading scale as a whole. I understand that the grading scale for the school is set, however, in my classroom I definitely like the idea of using a rubric to grade, and then using that to create a number grade. The story about a kid missing an A by less than half a point is a little ridiculous, if the kid is working and showing improvement, then they should be given the less than a half a point to get the A. The grades should always be to the teachers discretion, and should not always just rely on the numbers.

Erin
This chapter looks at which of the grading scale supports students learning. The book does, however, argue that the 4.0 scale is better because it provides students and parents with better feedback compared to the 100 point grading system. This is because each number is connected rubrics with clear benchmarks. These rubrics can also do a better job at grading the process and not just a final project and this will give students better feedback to support learning. This impacted me because it helped me realize that rubrics would most likely be the best way to grade projects. This will impact my future classroom because I'll use rubrics for each project rather than switch my grading process. Switching the grading process will only confuse my students.

Lyzz Stevenson
Chapter 12: This chapter talks about the different ways of grading. It highlights on the use of grading rubrics. The use of rubrics are good as students are given the criteria on which they will be graded ahead of time and can continue to check their work as they go. The downside to using rubrics is that you have to create them very specifically. If there are any loopholes, students will find them and use them. I do like to use rubrics though because it tells the students exactly what you are looking for in their final product. This also builds the student-teacher relationship.

**Kaitlyn Haase**
In chapter 12, I learned about the two most popular grading scales in secondary classrooms, the 4-point scale and the 100-point scale. 100-point scales are used whenever a grade is translated into a percentage. A 4-point scale is used with rubrics containing specific criteria. The 100-point scale is much more subjective than a 4-point scale because teachers can use nonacademic factors to fudge the grades. In my classroom, I will assess my students with rubrics (4-point scale) with specific criteria because the feedback will be more meaningful for the students than just a 0-100 grade.

Kelly Steinhagen
Grading systems vary from school to school. I always had the 100 point scale in high school, and I thought that it was a very straightforward way to grade. However, some places use the 4 point scale because it signifies more so the progress the student is making towards accomplishing standards. The 100 point scale is focused more on the answer and the grade, while the 4 point scale can be used along with a list of requirements, rubrics, etc. I personally am torn between which system I would rather use, even though it will not be my decision anyway.

Megan Wallace
This chapter discussed whether grading scales should be large or small. The book opted more for smaller grading scales with more distinct criteria because it is less subjective. I somewhat agree with this. I personally prefer larger grading scales because it gives that little bit of wiggle room for those grey areas. I do however think that it should be tempered with specific criteria as to what is expected. This gets the best of both worlds.

Matt Towle
 This chapter discussed the benefits of using a 4-point scale over using the traditional 100-point scale. I learned that this is the best way to grade understanding in a differentiated classroom because it prevents different biases from affecting grades. It also helps to base grades on clear pre-defined standards that students can work to.

This information will impact me in the classroom because I want to be able to make grades as accurate as possible without distorting their accuracy. Using a 4-point rubric scale will allow students to be more aware of what they are working towards. When students base their work on clearly defined goals they will be much more effective at demonstrating mastery of content.

Alyssa Wadsworth
This chapter kind of suggested using a rubric type scale for grades rather than the 100-point percent grading scale because it is easier to grade mastery, rather than simply defending a grade based on high numbers. Rubrics are intense, but it benefits the student because it lays out exactly what the teacher wants, and I think it is a great way to do grading. This impacts how I grade mastery and it affects how well my student’s grades reflect their effort learning and work.

Olivia Norris
This chapter discussed the issue of grading techniques used by teachers. It was said that the best way to accurately give the student the best possible grade is with use of a rubric instead of the 100 point scale. I had never thought about this before, and it does make sense. A rubric allows students to see exactly what is expected of them, and as a teacher, it will help me avoid biases. Students deserve to see what they need to do, and they should know exactly what I expect. I remember as a student in high school I felt that I wasn't always achieving as well as I wanted to on tests, but I would do well on a project that had a rubric. I was able to check for all the required elements of a project and it really helped me to better understand what I needed to do. In my future classroom, I plan to use a rubric for as much as I can to give my students their best possible grade.

Kassaundra
Chapter 12: Grading Scales Before reading this chapter I was not very familiar with the 4.0 grading scale but I may encounter it when I am teaching someday so I am glad the book took the time to explain how it works. By using rubrics a teacher can help create objective grades for students and this is essential to show accurate mastery. By learning to use rubrics now I will be comfortable bringing them into my class as a first time teacher. I really wish some of my teachers, especially math teachers, would have used the 4 point grading scale approach with a rubric because I would have finally been able to see exactly where I had gone wrong without having to ask the teacher to redo every problem I missed. As future teachers, we all should keep in mind that if we ultimately want a differentiated class then we need to pay attention to our students’ performance over time and take into consideration the trend this makes.