“A lot of those ideas questioned the reasons behind our grades,” Sigmon said. And, he says when every teacher has a different set of grading practices it’s not only erratic, it’s inequitable.
He maintains that for grades to provide an accurate picture of what students know, they shouldn’t include behavioral things like homework and participation. Feldman laid out a case against giving points for homework and extra credit, and is absolutely against the 0-100 point scale that dominates many classrooms. “They say these are the rules and whatever the score works out to be that is your grade," he said.įeldman’s training questioned whether that approach to grading is fair. Looking back, however, Sigmon said this kind of system made it seem like teachers were setting up rules to a game. A student’s final grade was points earned divided by total points possible. Then he broke each assignment down and assigned points. Like many teachers, Sigmon had divided his class into different categories (tests, quizzes, classwork, homework, labs, notebook, etc.) and assigned each category a percentage. As a fairly new high school physics teacher, Sigmon says he was open-minded to new ideas, but had thought carefully about his grading system and considered it fair already.
#How to clear data from easy grade pro professional#
Nick Sigmon first encountered the idea of “grading for equity” when he attended a mandatory professional development training at San Leandro High School led by Joe Feldman, CEO of the Crescendo Education Group. In this post, learn how teachers are addressing this issue.
The first article sets up some of the challenges.
#How to clear data from easy grade pro series#
This is the second article in a two-part series about equitable grading practices.
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