ccsa 2015
TRANSCRIPT
Grading Practices:Reflective Conversations with
Educators
Collaborative Conference on Student AchievementMarch 2015
Presenters:Mrs. Jan King (NCDPI) & Dr. April Spencer (WRESA)
Our thinking…
• Our customers deserve to know what a grade means.
• Grades are more transparent than ever before. So, what they mean should be clear.
• A leader’s philosophy on grading practices should not be a mystery.
• Common sense is not always common.
Our thinking…
• Our customers deserve to know what a grade means.
• Grades are more transparent than ever before. So, what they mean should be clear.
• A leader’s philosophy on grading practices should not be a mystery.
• Common sense is not always common.
Our thinking…
• Our customers deserve to know what a grade means.
• Grades are more transparent than ever before. So, what they mean should be clear.
• A leader’s philosophy on grading practices should not be a mystery.
• Common sense is not always common.
Our thinking…
• Our customers deserve to know what a grade means.
• Grades are more transparent than ever before. So, what they mean should be clear.
• A leader’s philosophy on grading practices should not be a mystery.
• Common sense is not always common.
How confident are we that our grades areconsistent, accurate, meaningful,
and supportive of learning?
Lynn Canady’s Work on Averaging
“Averaging is not typical of the working world;
for example, we do not average praxis scores when teachers re-take tests
orwhen lawyers re-take the bar
examination.”
From the NC Code of Ethics:Which statement is truly found there?
1. Educators have academic freedom to assign grades to students based on a personal system of the educator’s choosing that appears fair and research-based.
2. The educator evaluates students and assigns grades based upon the students’ demonstrated competencies and performance.
3. Educators should routinely communicate student progress using progress reports and report cards to share grades with parents and guardians.
From the NC Code of Ethics:Which statement is truly found there?
1. Educators have academic freedom to assign grades to students based on a personal system of the educator’s choosing that appears fair and research-based.
2. The educator evaluates students and assigns grades based upon the students’ demonstrated competencies and performance.
3. Educators should routinely communicate student progress using progress reports and report cards to share grades with parents and guardians.
Using a Case Study
Another Case Study
And yet another
http://www.cvent.com/d/hrq907/3B
Please take a few
moments to evaluate
this session!
Your feedback is
important.