Developing Grading and Reporting Systems for

This work brings organization and clarity to a murky and disagreement-filled topic.

Jane M. Bailey is Curriculum and Staff Development Coordinator for the Public Schools of Petoskey in northern lower Michigan.

Series Editors' Introduction

ix

About the Authors

xi

Introduction

1

(1)

Our Guiding Premises

2

(1)

Our Purpose

3

(1)

Our Organizational Scheme

3

(2)

Other Resources

5

(1)

Our Hope

6

(3)

Defining the Impetus for Change

9

(15)

Developments That Compel Change in Grading and Reporting

10

(1)

Standards for Teacher Competence

11

(2)

The Task at Hand

13

(1)

A Personal Reflection

14

(1)

Teachers' Perceptions of Grading and Reporting

15

(1)

Sources of Teachers' Grading and Reporting Practices

16

(1)

Student's Perceptions of Grading and Reporting

17

(2)

The Points-Driven Academic Economy of Classrooms

19

(1)

Parents' Perceptions of Grading and Reporting

20

(2)

Parents' Perceptions of Teachers

22

(1)

Summary

23

(1)

Exploring the History of Grading and Reporting

24

(6)

Early Developments

25

(1)

Problems With Subjectivity in Grading

26

(1)

Modern Grading and Reporting Systems

27

(1)

The Effects of Grading on Students

28

(1)

Summary

29

(1)

Laying a Foundation for Change

30

(14)

Grading and Reporting Are Not Essential to Instruction

30

(2)

Grading and Reporting Require Subjective Judgments

32

(1)

Bias Must Be Avoided in Grading and Reporting

33

(1)

Grades Have Some Value as Rewards, But No Value as Punishments

34

(2)

Grading and Reporting Should Be Done in Reference to Learning Criteria

36

(3)

Alternative Strategies for Selecting Valedictorians

39

(1)

Clarifying Learning Criteria

40

(3)

Summary

43

(1)

Building a Grading and Reporting System

44

(20)

Problems in Grading and Reporting Reform

44

(1)

The Basis of Good Reporting Is Good Evidence

45

(5)

The Purposes of Grading and Reporting

50

(2)

The Importance of a Reporting System

52

(3)

Statements of Purpose

55

(1)

Sources of Grading and Reporting Evidence

56

(5)

Relating Evidence to Purpose

61

(2)

Summary

63

(1)

Grading and Reporting Methods I: Letter Grades, Percentage Grades, and Other Categorical Grading

64

(19)

Letter Grades

65

(5)

Plus and Minus Letter Grades

70

(4)

Other Categorical Grades

74

(3)

Percentage Grades

77

(5)

Summary

82

(1)

Grading and Reporting Methods II: Standards-Based, Pass/Fail, Mastery Grading, and Narratives

83

(26)

Standards-Based Grading

84

(9)

Pass/Fail Grading

93

(3)

Mastery Grading

96

(7)

Narratives

103

(5)

Summary

108

(1)

Grading and Reporting for Students With Special Needs

109

(19)

Students With Disabilities

109

(13)

Students Who Are English Language Learners (ELLs)

122

(3)

Students Considered Gifted or Talented

125

(2)

Summary

127

(1)

Special Problems in Grading and Reporting

128

(19)

Technology and Grading

128

(6)

Weighted Grades

134

(1)

Grade Inflation

135

(4)

Questionable Grading Practices

139

(6)

Summary

145

(2)

Model Reporting Forms

147

(26)

Developing a Model Reporting Form

147

(8)

Using Checklists and Rubrics to Evaluate Students' Performance

155

(4)

Communicating Information on Self-Assessment and Goal Setting

159

(2)

Special Comment Sections and Parent Reports to School

161

(4)

Reports of Special Services

165

(1)

Reports on Physical Growth

165

(1)

Secondary Level Reporting Forms

166

(2)

Combining Methods of Reporting

168

(1)

Format, Organization, and Graphic Layout

168

(1)

Encouraging Input in the Design Process

169

(1)

Consistency in Reporting Forms

170

(1)

Frequency of Reports

171

(1)

Summary

172

(1)

Guidelines for Developing Effective Reporting Systems

173

(22)

The Importance of Purpose

173

(2)

The Challenge of Communication

175

(1)

Tools for a Comprehensive Reporting System

175

(16)

Guidelines for Better Practice

191

(2)

Conclusion

193

(2)

Resource A

195

(3)

References

198

(15)

Index

213

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Developing Grading and Reporting Systems for Student Learning

Summary

Author Biography

Table of Contents

Supplemental Materials