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ERIC Number: EJ1158167
Record Type: Journal
Publication Date: 2017
Pages: 4
Abstractor: ERIC
ISSN: ISSN-2470-8496
Creating Meaningful Grades
Kunnath, Joshua
Journal of School Administration Research and Development, v2 n1 p53-56 Sum 2017
Student grades that appear on assessments and report cards have no universal meaning and therefore require teachers to explicitly define and communicate the meaning in a clear manner to students and parents. Grading experts recommend the meaning to be student learning of academic standards, which requires teachers following this recommendation to create report card grades consisting only of summative assessment grades. In addition, grades strictly representing student learning require assessments and assignments that reflect and reinforce this meaning. However, establishing a sound grade meaning is not the end of the grading reform process--it is just the beginning. But this work does put educators on the path of grading reform, and their grading practices will be stronger as a result. Further, by doing so reformers begin the important, yet challenging process of transforming grading culture. With over 100 years of poor grading practices in our country, even the most zealous reformer cannot enact grading reform over night. But a focus on clearly establishing grade meaning can be the catalyst for this long-awaited reform that students so desperately deserve.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A