11.17 Grading and reporting  (Page 12/2)

Assigning students grades is an important component of teaching and many school districts issue progress reports, interim reports, or mid term grades as well as final semester grades. Traditionally these reports were printed on paper and sent home with students or mailed to students’ homes. Increasingly, school districts are using web-based grade management systems that allow parents to access their child’s grades on each individual assessment as well as the progress reports and final grades.

Grading can be frustrating for teachers as there are many factors to consider. In addition, report cards typically summarize in brief format a variety of assessments and so cannot provide much information about students’ strengths and weaknesses. This means that report cards focus more on assessment of learning than assessment for learning. There are a number of decisions that have to be made when assigning students’ grades and schools often have detailed policies that teachers have to follow. In the next section, we consider the major questions associated with grading.

How are various assignments and assessments weighted?

Students typically complete a variety of assignments during a grading period such as homework, quizzes, performance assessments, etc. Teachers have to decide—preferably before the grading period begins—how each assignment will be weighted. For example, a sixth grade math teacher may decide to weight the grades in the following manner:

• Weekly quizzes 35 per cent
• Homework 15 per cent
• Performance Assessment 30 per cent
• Class participation 20 per cent

Deciding how to weight assignments should be done carefully as it communicates to students and parents what teachers believe is important, and also may be used to decide how much effort students will exert (e.g. “If homework is only worth 5 per cent, it is not worth completing twice a week”).

Should social skills or effort be included? Elementary school teachers are more likely than middle or high school teachers to include some social skills into report cards (Popham, 2005). These may be included as separate criteria in the report card or weighted into the grade for that subject. For example, the grade for mathematics may include an assessment of group cooperation or self regulation during mathematics lessons. Some schools and teachers endorse including social skills arguing that developing such skills is important for young students and that students need to learn to work with others and manage their own behaviors in order to be successful. Others believe that grades in subject areas should be based on the cognitive performances—and that if assessments of social skills are made they should be clearly separated from the subject grade on the report card. Obviously, clear criteria such as those contained in analytical scoring rubrics should be used if social skills are graded.