Wednesday, March 24, 2010
Report Cards and Grades Part 1
The Susquehanna Community School District is investigating the move to standards-based reports cards at the elementary school and implementing a four-point grading scale at all grade levels. The move to a standards-based report card at the elementary level will allow teachers to better communicate how students are attaining the Pennsylvania Academic Standards in Reading, Writing, Speaking & Listening and Mathematics. Standards-based report cards will not look very different from the current report cards in grades K-3, but they will be noticeably different from the current report cards in grades 4-6. The use of letters and percentages as grades will change to a four-point grading scale with the implementation of standards-based report cards. In this type of grading scale the numbers correspond to the PSSA performance levels, where a “4” equals “advanced” work down to a “1” that identifies “below basic” performance. At the high school level, the change will be completely associated with course numerical grades. The four-point scale, which is utilized by many high schools and the entire college/university system, would replace the current percentage-based grading scale at the high school. The four-point scale is more equitable than the current percentage-based grading scale. In the current system, a failing grade could be anywhere between a zero (0) and a 69. However, in the four-point scale, all failing grades receive a “0,” while D’s receive a “1,” C’s equate to a “2,” B’s correspond to a “3,” and A’s are denoted by a “4.” The four-point scale has exactly the same amount between each grading scale, while the current percentage based system has only 31 of 100 points in the passing range.
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As I am reading this, if my child had 3 A's and 3 B's (current system), they would instead get 3 "4" grades and 3 "3" grades. I do not understand how this would help me know what areas are in need of improvement. By changing the "titles" of the grades, that is really all you are changing. Also, I think it is actually more vague when compared to the number grades as in grades 4, 5, and 6. Now I know if my son has a strong "A", like with a grade of 99, instead of getting a 99 I will get a 4. Will a 4 correspond to 93-100? Will it be 90-100? How does it tell me any additional information? I actually feel you are telling me less information. I guess I am in need of further clairification as to how this is indeed a step forward. Thank you.
ReplyDeleteThe failing grade would still numerically be anywhere from a zero to 69, correct? With the four point system there is still a numerical break down of each of the four levels with a cutoff of somewhere between 60-69 as the failing point. If I am reading your post correctly the person who tried and missed a 1 by a couple of questions would receive a 0 and the same 0 would be given to an individual that did no work for the quarter, is that correct?
ReplyDeleteThe standards-based report card at the elementary level would provide greater detail as to the skills within a major content area. With reading for example, subscores would be provided for phonics/decoding, oral reading fluency, comprehension and other skills associated with reading. As for the specific numerical grade, the scale that would be used is also being investigated. The focus of our efforts is to better report skill development and acquisition rather than simply stating a percentage grade.
ReplyDeleteUnder a four point grading scale, the difference between each level in the scale is equal. A student that does not reach a designated passing mark would receive a "0" just as if the work was not completed. However, the lowest a student could score is only one level below passing. In the current percentage-based system, the lowest a student could score is seven levels below passing. A failing grade in both systems impacts a student's future grades and the effort a student must put forth to counteract failing grades , but a four point grading scale limits the negative impacts of any failing grade below a 60%.
ReplyDeleteFor those students that do not attempt to do work and have a grade much lower than 60% deserve lower than 60%. It seems as a possible way of making grades for the entire student body better than what they truly are.
ReplyDeleteFor those students that do not attempt to complete their assignments, they will fail in either system. As for grade inflation, I see the four point scale as being more equitable than the current percentage-based system because it treats all failing grades the same. In the percentage-based system, students are punished when they receive a single low grade. Why should their be more failing points possible than passing points? Mathematically, the percentage-based system punishes students rather than simply grades them.
ReplyDeleteA zero is not a zero! If my son gets a 50% at least I know that he got half of the information right and bringing that zero up to passing is a bit better than throwing a zero into the pile. This is not college, how about focusing on getting the teachers to update the gradebook more often so that we can assist our children instead of entering 3-4 weeks of grades 2 days before the end of the quarter. That would be improvement.
ReplyDeleteA zero on a percentage-based system has a greater negative impact than a zero in a four point grading system. Percentage-based test and quiz scores are still used to create the grade within the four point grading scale so determining the extent of curriculum mastery is still within easy reach of parents, teachers and administrators.
ReplyDelete