Assessments play a pivotal role in education, offering educators insights into student progress and guiding instructional strategies and practices. The gradebook is a central hub for tracking student performance.
Today, most students are able to check their grades online. This is where they go to see how they are doing in their classes. This is where they go to make decisions about themselves learners - Am I doing well? Am I doing what my teacher wants me to do? Am I smart in this class? This is also where parents go to check their child’s grades. This is where parents make decisions about their child - Is he doing well? Is he doing what his teacher wants him to do? Is he smart?
As educators, we need to ask ourselves some questions regarding which grades are documented in the gradebook:
What is the significance of the assignment? Does it accurately reflect what students are learning?
Are grades being reported as a form of communication? If so, what are we communicating?
What is the purpose of the gradebook?
Is the grade fair?
What do we understand about assessments?
There are two main types of assessments: formative and summative. Formative assessments are designed to inform and shape ongoing instruction, providing real-time feedback on students' understanding. Summative assessments, on the other hand, evaluate overall learning outcomes at the end of a unit or course.
What's the purpose of the gradebook?
The gradebook serves as a record of students' achievements, reflecting their overall performance in a course. However, the challenge arises when deciding which assessments should contribute to these grades. While summative assessments naturally find a place in the gradebook, the question often arises about including formative assessments.
What's the function of the formative assessment?
Formative assessments are invaluable tools for educators. They help identify areas where students excel and pinpoint concepts that require reinforcement. By nature, formative assessments are frequent and ongoing, providing a dynamic snapshot of student progress. However, their primary purpose is to guide instruction rather than serve as summative measures.
What is fair grading?
In the pursuit of fair grading, it's crucial to delineate between assessments designed for learning (formative) and those designed to evaluate learning (summative). Including formative assessments in the gradebook may skew the representation of a student's overall understanding. Fair grading policies should consider the following:
Transparency: Clearly communicate to students and parents which assessments contribute to their final grades. This transparency fosters a better understanding of the grading process.
Weighted Averages: Assign appropriate weights to different types of assessments. Summative assessments, with their evaluative nature, may carry more weight than formative assessments, reflecting their significance in gauging overall understanding.
Assessment of Mastery/Proficiency: Reserve the gradebook for assessments that truly measure mastery of the material. Summative assessments provide a more accurate reflection of a student's overall comprehension after they've been offered explicit instruction, time to practice, and actionable feedback.
Feedback and Growth: Emphasize the importance of formative assessments in providing feedback and fostering growth. These assessments are opportunities for improvement rather than factors that directly impact final grades.
Make it Intentional. Make it Fair.
While the gradebook stands as a testament to a student's academic journey, it's essential to approach its construction with fairness and intentionality. By reserving the gradebook for summative assessments and allowing formative assessments to guide instruction, educators create an environment that prioritizes learning, growth, and the true reflection of a student's academic prowess.
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