Re: Justification for the SAT

[Sally Thomas <sallyt123@EARTHLINK.NET>]

Or look at alternative to single letter grades like the Learning Record
which describes strengths and needs in regards to particular aspects of a
subject like strategies and knowledge and ability to reflect etc., linked to
a scale which is roughly in a healthy way linked to standards....  and which
must be supported with evidence which others can look at and say, yes I
agree this piece of writing demonstrates these qualities.....   see article
in Ed Psychologist re grades, assessment, and motivation issues.  1999.
Thomas & Oldfather.


on 9/1/01 6:49 PM, Stephen McGinnis at Nanodev@AOL.COM wrote:

> In a message dated 9/1/01 1:19:28 PM Eastern Daylight Time,
> judih@OUSD.K12.CA.US writes:
>
>> the whole question of grades is a can of worms. IF we could all
>> agree---which I don;t think we could---then PERHAPS a more "meaningful"
>> grade would make sense. For the time being, each of us must act alone,
>> whether we like to admit it or not.
>> when I give grades, I think first of the immediate effect on the
>> student, and secondly of the effect it will have on the parent and whether
>> it will result in harm to the student; I also think about how it will
> "look"
>> on my student's transcript.
>> If giving a "good" grade reinforces good habits, I give it. To me, good
>> grades have to do with effort, perseverence, respect for self and others,
>> willingness to struggle, increased confidence, etc. I do not give "tests"
>> per se, and have NEVER been disappointed by ANY of my students in the sense
>> that my "inflated" grades harmed them. On the contrary, thre have been
>> teachers (actually only one) who gave out C's, D's and F's which seriously
>> harmed low income African American and Latino students. My students have
>> learned that it's the day-to-day  experience of learning that's important,
>> not the grades.  I also use a kind of rubric that is individualized and
>> supportive of each student's efforts.
>> I would welcome a national 3-5 point rubric that we could use and the
>> students could, too.
>> Judi
>>
>
> I agree with what you are saying.  One of the fundamental problems with
> grades is that we are allowing a single letter (or number) to try to convey
> too many different things - did the student try hard?, did they learn?, what
> is their potential in this subject?, did they behave?, and probably many more
> things.  One possible interim solution may be to use multiple grades to break
> down these specific questions.
>
> Sincerely,
>
> Steve McGinnis
>
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