Personalized Grading Plans: A Systematic Approach to Making the Grades of Included Students More Accurate and Meaningful

Abstract

Tommy is a fifth grader with a Learning disability that severely affects his ability to organize and write responses to questions. He has just received his first report card grades

Teachers Scoring and Grading of Students’ Responses to Tasks: The Ghanaian Basic School Experience

“…This finding supports Dueck's (2014) conclusion that students are likely to benefit in their performance when they participate in class activities. The results also showed that teachers awarded marks for the number of items attempted by a student on a task, and this is consistent with Munk and Bursuck's (2004) assertion that teachers award marks to motivate students to do better. Teachers considering such factors might stem from the belief that students who frequently ask questions give feedback that illuminate how well a student understands learning objectives.…”

“…Such knowledge is scanty because they rely on traditional grading procedures, often replicating some poor grading practices they experienced as students (Guskey & Bailey, 2001). Similarly, most teachers consider the award of marks as a way of motivating students to do their best (Munk & Bursuck, 2004). In addition, though grading is considered as an important professional responsibility, it is perceived by most teachers as one of the energy-sapping activities to undertake, very confusing and not likely an activity they would undertake during teaching (Green & Emerson, 2007).…”

Iowa agricultural educators' current grading practices and perceptions of standards-based grading

“…Research has indicated that many educational reforms are the cause of some changes in education to hold schools and teachers accountable for student Traditional grading systems using percentage grades or a single letter grade are used by a majority of school districts (Munk et al, 2004), but there has been an increasing emphasis on student-performance and performance-based assessments that have brought forth CBE and SBG. There is very little research on the effectiveness of these approaches in classrooms.…”

“…As many as 80 percent of schools require letter grades (Munk & Bursuck, 2004) with a majority utilizing a 100-point scale with 10-point intervals (Reeves, 2011). Today, the grading process has become a game rather than a reflection of learning (Erickson, 2011).…”

“…Percentage grades are the foundation of many state grading policies (Guskey, 2013;Reeves, 2011), and 80 percent of schools require a single letter grade (Munk et al, 2004).…”