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ERIC Number: EJ916333
Record Type: Journal
Publication Date: 2011-Mar
Pages: 5
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1529-8957
Minimum Grading, Maximum Learning
Carey, Theodore; Carifio, James
Principal Leadership, v11 n7 p42-46 Mar 2011
Fair and effective schools should assign grades that align with clear and consistent evidence of student performance (Wormeli, 2006), but when a student's performance is inconsistent, traditional grading practices can prove inadequate. Understanding this, increasing numbers of schools have been experimenting with the practice of assigning minimum grades. Although there are many variations on this practice, implementation typically prohibits teachers from issuing grades lower than a minimum threshold, often set at 50. Any school or school district thinking of implementing a minimum grading policy would do so hoping to initiate some significant change in the school's failure rate, but before such changes are undertaken, it may be wise to survey teacher practices or review assigned grades to determine whether this practice is already prevalent. Administrators may be surprised to learn that many teachers are already implementing some form of minimum grading.
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A