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The importance of feedback to students
Role of feedback in teaching and learning
Role of feedback in teaching and learning
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Reeves, D.B. (2008). Leading to change/effective grading practices. Educational Leadership, Vol. 65 No. 5, pg. 85-87. This article discusses ineffective grading, the high stakes of grading, and the steps in could take to change those practices. There were three areas that were discussed about ineffective grading that involved the concept of giving zeros, averaging all scores throughout the semester, and using the semester kill project, paper, test, or lab. All of these things do not prove what students have learned but rather show what they learned right now or are trying to make one thing more important than everything else. With the giving of zeros in a gradebook you are just validating that the student does need the knowledge. The high stakes of grading were about the cost of failure and the positive impact that grading change can have on a school system. Finally, the author outlines a 4 steps that can lead to better grading practices which are creating a sense of urgency, identifying teacher leaders who are improving grading policies, getting the facts, and reassuring stakeholders that certain …show more content…
A am not sure that schools understand the impact of inconsistent grading practices on the school and the students. As a teacher, I would not have understood but as an administrator I can see benefits to student learn by adding consistency into the equation. The key is to do the research and involve the stakeholders to developing the consistent grading methods to help student achievement. The author does suggest finding teachers in the building that have come up with creative ways to supplant the zero and the who have created meaningful feedback opportunities. This would be key because then the teachers would be able to see the impact on their students rather than bringing in sources from outside the school. This would also allow the principal to lean on teachers as
In her article, “The Case Against GRADES”, Alfie Kohn discusses the grading system and its faults. She opens her argument with information from an older psychological study that proves the negative impact of the current grading system, and she reinforces this with the proof that “no” research has contradicted this statement. Also, she gives many key reasons including: “Motivation”, “Achievement”, “Quantification”, and “Curriculum”. Kohn supports these topics with other reasearch for why the system is failing the students. She asserts that, “… the absence of grading is a necessary condition for promoting deep thinking and a desire to engage in it.” As support, she offers other solutions and then debunks them by proving that they would not solve
The article written by Michael Thomsen addresses the issue: should we as a society continue using a standardized grading system. Thomsen includes many reasons supporting his ultimate conclusion that we should not continue with any system of standardized grades. However, the reasons he uses to support his conclusion are affected by significant ambiguity which weakens the overall argument.
Our education system is failing and in his essay “What Our Education System Needs Is More F’s” Carl Singleton writes that nothing else will right the ship or fix this issue except for his proposed solution which is to simply fail more students. As a matter of fact “by the dozens, hundreds, thousands, even millions” (Singleton 1) is how he describes the failing grades should be distributed. He claims that illegitimately passing students has existed for the past two decades and even implies that it stems further back than that with many teachers in the school system today “who never should have been certified in the first place.”(Singleton 1).
In today’s society we feel the need to be graded in order to learn. The topic of the grading system has sparked three essays, by three different authors, about the pros and cons of the grading system. First, Jerry Farber, professor at University of California at San Diego, wrote A Young Person’s Guide to the Grading System (333). Next is Steven Vogel, professor at Denison University, who wrote Grades and Money (337). The last two authors in this compilation are Stephen Goode and Timothy W. Maier. They both are journalists for Insight on the News. While each of these authors have their own point of view on the grading system, all three essays talk about how being graded affects learning.
...ent rate then these students are used to. The teachers and educational leaders need to be encouraged and motivated to make the change and have the confidence that the strategies they are using can still be used to help students achieve the mastery of those standards. This book as a helpful guide will do both for struggling campuses, it gives them helpful suggestions to teachers and examples on how to use them in the classes. It also explains the importance of teachers working together in their subject area for increasing student engagement and achievement. I will use this book and will recommend it to other teachers to help them keep students on the path to high learning and high achievement on our high stakes tests.
Robbins, P. & Alvy, H. B. (2009). The principal’s companion (3rd Ed.). Thousand Oaks, CA:
One of the issues, which Boyer points out , is that teachers and students have different expectations from college education. She says that the teachers are mainly concerned about students’ comprehension of the material, their attendance and attention while students’ hopes are to get good grades and to be well prepared for exams. It seems that the system of grading pushes students to not care too much about what is being taught from an understanding perspective, but only promotes more concern about grades instead. Some students don't really pay attention unless the instructor mentions an exam or something that will be graded. Furthermore, be...
I grew up in the Dominican Republic, attending school for 12 years. During that time the school used a grading system (1 to a 100) that was simple for all students to understand: 10% Attendance, 10% participation, 30% process and effort and 50% Tests. Process and Effort involved such factors as attendance and completing the assigned work. So if a student was diligent, his grades were impacted in a positive way. I moved to the US two years ago, and the grading system is completely different than the the one I was used to.
By nature, most students are brought up in an academic environment motivated to get A’s and B’s on their report cards. Those grades sometimes don’t thoroughly report how much a student has learned or gained knowledge in each topic. Some instructors throw in factors totally unrelated to learning, when the main objective of academic institutions is to learn. In order to clearly demonstrate how much a student has learned in the classroom, schools should change their current grading system and teach students how to learn.
The public high schools began a grading system as a way of telling an individual how they were performing. There was no interest by the public in reporting the school’s progress at teaching. Teachers, in an effort to recognize outstanding performers, looked for a way of rewarding hard-working students for their efforts The grading structure changed from superior and excellent to A’s and B’s. This placed much of the burden of recognizing academic talent on the high schools.
Grading is very important in a student’s life. Countless of schools, colleges, and universities have begun to change the way they view and assess student scores. Glenbard North High School is among them. Within recent times, there has been a petition in motion for changing from the standard A, B, C, D and F grading system to the plain pass/fail system.While the pass/fail system has its advantages, the standard grading system shows that it is clearly the best way to measure the understanding of a student.
Toch, T. (n.d.). Membership. educational leadership :expecting excellence: fixing teacher evaluation. Retrieved November 8, 2013, from http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/Fixing-Teacher-Evaluation.aspx
Have you ever gotten a “bad” grade in a class, but did the best you could? This is a very common scenario that most children encounter. More than half of a student body have been pressured by teacher or guardians to increase their grade in certain classes. Except, in the end students lose interest in school and learning all together. All of this is a chain reaction due to student's work ethic being labeled with a letter grade. Schools should eliminate letter grades because it’s in the student’s best interest and it’s also a tremendous stress reliever.
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
Elliott, Scott, and Sarah Butrymowicz. "Grading Teachers: Indiana's Massive Education Reform Will Create 'a Culture Shift'" The Indianapolis Star. 11 Mar. 2012. Web. 11 Mar. 2012. .