Introduction of Book Talk

Although teaching has become increasingly standards-based, and we know more

than we ever knew about how people learn, traditional grading practices persist,
especially in the middle and high school.
These practices result in ineffective communication about student achievement
and often misrepresent student learning.
The major reason for reading this book is to recognize the value of
standards or learning goals as guides to instruction, and to be aware of the
increasing emphasis that the mission of the division is placing on
proficiency for ALL students.
Schools are supposed to be standards-based for curriculum, instruction,
assessment, and grading, but what is often seen is some emphasis on standards
for curriculum, instruction, and assessment but very little standards-based
grading and reporting.
The hope is that individuals and groups within our school will use this
book to help reflect on the grading practices you and your colleagues
currently use.
Every state in the US has educational content standards that delineate what
students are expected to know, understand and be able to do.
The primary goal of a standards-based system is for all student to meet the
standards and be competent in every aspect of the curriculum.
The 15 Fixes discussed in the book A Repair Kit for Grading are meant to help
teachers and administrators repair their broken grading systems.
The 15 Fixes are organized into four categories fixes for distorted achievement,
fixes for low-quality or poorly organized evidence, fixes for inappropriate grade
calculation, and fixes to support learning.

The two essential questions that all educators should ask about their grades are:
1. How confident am I that the grades students get in my class are accurate,
meaningful, and consistent, and that they support learning? and
2. How confident am I that the grades I assign students accurately reflect my
districts (states) published content standards and desired learning outcomes?

My challenge to you is:

1. After reading about a Fix, write down what you found that was positive, what
was/is a negative in your view, and what you found that was new or interesting.
2. After reading about a Fix, reflect on how this compares to the current grading
practices in your classroom. Do you think any changes should be made to your
current practices given your understanding of the Fix?
The Fixes for Practices that Distort Achievement are:
1. Dont include student behaviors (effort, participation, adherence to class rules,
etc.) in grades; include only achievement.
2. Dont reduce marks on work submitted late; provide support for the learner.
3. Dont give points for extra credit or use bonus points; seek only evidence that
more work has resulted in a higher level of achievement.
4. Dont punish academic dishonesty with reduced grades; apply other
consequences and reassess to determine the actual level of achievement.
5. Dont consider attendance in grade determination; report absences separately.
6. Dont include group scores in grades; use only individual achievement evidence.
Ultimately, it is our intent and hope that after reading the book you will become more
reflective practitioners in the area of grading.