PHS Grading Guidelines

Purpose:
to communicate it is NOT acceptable for students to not learn class
content at their highest level.
to have common grading practices school-wide
to clearly communicate what a grade is and what it is not
to separate achievement from behaviors

Guideline 1: Each individual grade entered into the gradebook should be
reflective of what a student has learned in relation to the standard or
target being taught. Grading scales will be common for all teachers (100-
90=A, 90-80=B, 80-70=C, 70-60=D, <60=F)

What it looks like
Every entry in the gradebook needs to be connected to a standard
Common bins should be established by course alike teams
Entries can be put in bins with the weight of choice by the course alike
team
Course alike teams are working through their standards, assessments, and
practice opportunities - aligning them with each other, and with their core
standards

What it DOESNT look like
Standards have to be word for word from the Iowa Core.
Standards can only come from the Iowa Core.
Student practice cant be recorded.
Students in the same course with a different teacher, demonstrating the
same knowledge, earning a different grade

Where are we going?
Practice/Homework can be put in the gradebook only as a weight of zero,
for purposes of communication and guiding and directing instruction.
Gradebook entries are specific to discipline (topic).

Rationale
84% of PHS teachers believe a grade is what students have learned (per
PHS survey)
When grades are not deliberately connected to learning, they provide little
valuable feedback regarding students academic strengths and weaknesses,
and can even be counterproductive. (Winger, 2005, p.62)
Teachers should use learning goals as the basis for determining
grades...They provide a profile of a students knowledge and direct evidence
of his or her strengths and weaknesses. This type of assessment allows
teachers to appropriately plan instruction, and allows students to focus their
learning. (OConnor, 2007, p. 231)
Grades serve multiple purposes, which is a problem - it makes it very
challenging to figure out exactly what they mean. (Oliver, 2011)


Guideline 2: Practice (homework, formative assessments, etc) will serve
as a means to guide and direct our instruction. Multiple practice
opportunities should be given to assess student progress towards
proficiency of a target. Practice will account for no more than 10% of the
final grade.

What it looks like
Students are assigned homework (practice) and/or quizzes to informally
assess where they are at in relation to the target.
Homework is assigned to enhance understanding of classroom material.
If homework or formative assessments are assigned, feedback should be
given.
Homework/formative assessments (practice) are entered in a separate bin
(no more than 10% of final grade)
Students are given feedback on practice and formative assessments

What it DOESNT look like
Homework is no longer given; its not necessary for students to learn.
Homework cannot be completed outside of class.
Homework cannot be entered into the gradebook.

Where are we going?
0% for practice (homework).

Rationale
The belief that the carrot of a grade entices students to complete work is an
illusion, one with roots in behaviorism and a negative view of learners
(Vatterott, 2009). At its core, it negates students' intrinsic drive for mastery
(Cushman, 2010; Pink, 2009) and implies that homework is inherently
distasteful. As Daniel Pink (2009), puts it, "We're bribing students into
compliance instead of challenging them into engagement" (p. 174). In
addition, grades only motivate students who are motivated by gradesand
some students couldn't care less (Vatterott, 2011)
When homework is used as a formative assessment, students have multiple
opportunities to practice, get feedback from the teacher, and improve.
Homework becomes a safe place to try out new skills without penalty, just as
athletes and musicians try out their skills on the practice field or in
rehearsals. Effective homework is the rehearsal before the final event.
(Christopher, 2008).
We know that students will rarely perform at high levels on challenging
learning tasks at their first attempt. Deep understanding or high levels of
proficiency are achieved only as a result of trial, practice, adjustments based
on feedback and more practice. (McTighe, 1996)
12% said homework must be graded for kids to learn (per PHS survey)


Guideline 3: Teachers will allow retakes and late work in a timely manner
at full credit (no averaging) provided the student has demonstrated
readiness. Teachers will provide at least one opportunity at a retake.

What it looks like
Students should be able to demonstrate learning of a particular standard
at a later date. We will work with our kids.
Course-alike can decide what a retake looks like (put it on a later test,
buffet-style final, an alternative assessment, oral assessment, etc.)
Students can be provided that opportunity during office hours,
enrichment, before/after school, a free period, in the success center, etc)
Students are being graded on what they know, not when they did it
regarding the content standard.
Retakes will no longer be allowed one week prior to final-exam week.
There should be an emphasis to retake during or within the learning cycle
(at a time frame not too far beyond completion of the learning)

What it DOESNT look like
Students can come in and reassess whenever they want.
Reassessments are optional for teachers.
Grading at the semester has no final due date.

Where are we going?
Course alike will develop multiple versions of an assessment.

Rationale
In effective schools one of the most consistent practices of successful teachers is
the provision of multiple opportunities to learnThe consequence for a student
who fails to meet a standard is not a low grade but rather the opportunity,
indeed the requirement to resubmit his or her work. (Reeves, 2000)
Classroom assessments and grading should focus on how well not on when
the student mastered the designated knowledge and skill (McTighe & OConnor,
2005)
The goal is that all students learn the content, not just the ones who can learn
on the uniform timeline. Curriculum goals don't require that every individual
reaches the same level of proficiency on the same day, only that every student
achieves the goal. (Wormeli, 2011)
The teacher who claims to be preparing students for the working world by
disallowing all redos forgets that adult professionals actually flourish through
redos, retakes, and doovers. Surgeons practice on cadavers before doing
surgeries on live patients. Architects redesign building plans until they meet all
the specifications listed. Pilots rehearse landings and take-offs hundreds of times
in simulators and in solo flights before flying with real passengers. Lawyers
practice debate and analysis of arguments before litigating real cases. Teachers
become much more competent and effective by teaching the same content
multiple times, reflecting on what worked and what didn't work each time...The
best preparation for the world beyond school is to learn essential content and
skills well. (Wormeli, 2011)
Re-assessment should only take place after a relearning plan has been
completed. (Bramante & Colby, 2012)


Guideline 4: Teachers will assess professionalism standards separate
from all other standards, provided there is adequate teaching done on the
skill being assessed. This grade will not comprise more than 5% of the
overall grade.

What it looks like
If a teacher wants to give points for timeliness, it will be put in the
professionalism bin and labeled specifically.
Categories can be assessed multiple times separate from the content
standard being assessed.
A student turns in a project late, but demonstrates mastery - the student
should receive full credit on the content, however will be assessed
accordingly on the professionalism standard for that unit.
Professionalism assessed within a project rubric should be transferred to
the professionalism bin
Professionalism grades will be entered in the gradebook if not assessed
in class.
Rubrics for projects separating content standards from professionalism
standards

What it DOESNT look like
Because an assignment is late, half-credit (or any discounted percent) is
given for the content standard.
A student demonstrates mastery on the assessment but doesnt turn in
notes or homework, so their assessment grade suffers.
A teacher doesnt give notes because it is no longer important.
Notes and turning things in on time are not important.

Where are we going?
Assessing universal constructs:
Critical Thinking
Complex Communication
Creativity
Collaboration
Flexibility and Adaptability
Productivity and Accountability
Key References

Rationale
Reports on student progress and achievement should include information
that indicates academic progress and achievement for each course or subject
area separate from . . . punctuality, attitude, behaviour, effort, attendance,
and work habits (Manitoba Education and Training, 1997)
Behavior is not considered part of academics and is not to be considered a
part of the academic grade. It is to be reported in a separate location on the
progress report.
Again, 84% of PHS teachers believe a grade is reflective of what a student
has learned (PHS Survey).


Guideline 5: No extra credit will be given at any time.

What it looks like
Extra assignments will not be given to artificially inflate grade.
Extra points will not be awarded on tests for curves, bringing in supplies,
or meeting certain deadlines, etc.

What it DOESNT look like
Extra work, rigor, and extension opportunities are not important.

Rationale
Sadly, this emphasis on earning points in order to procure the grade
commodity diminishes the value of learning. (Guskey and Bailey, 2001, p.
20)
A low grade simply communicates a learning gap; the way to raise the
grade is to learn more. (Winger, 2005, p. 64)
Finding ways for students who should be passing the class but arent to
earn extra points is indicative of our strange grading policies. Why would a
student who should be passing not be passing? Maybe we are measuring the
wrong things or weighting the wrong things too heavily. (activegrade.com
2012)
Extra Credit allows us to pass students for the wrong reasons. They miss out
on the sense of accomplishment that comes from really learning the material
and we slowly lose hold on what grades are about. (activegrade.com
2012)