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Common Core State Standards: Difference Between Student Assessment And Grading In Schools

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Student Assessment and Grading Common Core State Standards implementation has changed the dynamics of school districts all over the United States. However, more than likely, most teachers have not changed their grading policies nor their assessments of skills, which warrants several questions. For instance, should students be held accountable for mastering the same skills of previous students since the learning expectations have become more rigorous with the new standards? What is the difference between grading and assessments? How does a letter grade determine what the `student has learned? What happens if the student does not master certain skills? Grading is the use of “symbolic numbers or letters at the end of a specified period of …show more content…

Standards-based grading is more effective because it reveals only “content mastery” (Deddeh, Main, and Fulkerson, 2010, p. 54). Deddeh, Main, and Fulkerson (2010), suggested that there are eight steps for teachers to take to become meaningful graders. (1)Educate their self; (2) don’t journey into unfamiliar water alone; (3) chart a course; (4) organize instruction; (5) practice comes first; (6) evaluate the performance; (7) give a second chance; and (8) keep records. Teachers should educate their self about standards-based grading by recognizing that grades “communicate mastery of learning standards” (Deddeh at el., 2010, 55). Homework should not be included in grades because it should be used as a learning and practice tool. Teachers need to recognize that learning may take more than one attempt. Making these changes will require time and preparation. Teachers should partner with team members or coworkers to share the workload required of the change to an effective grader. Teachers will should chart a course by aligning units with state standards by sorting the standards into teaching units. Using this, teachers will need to organize instruction for units. The initial unit will require time, but once that is developed then the rest should follow the …show more content…

264). However when evaluating the performance of students, teachers should focus on the standards and should not be included in the grading of a summative assessment; therefore, neatness and group work do not count. Students will be measured individually. If students are unable to pass, students are allowed to take the assessment a second time, but they must complete the practice work and complete a “retest practice assignment before being retested” (Deddeh at el., 2010, 57). Keep in mind that this retake process will not last forever. The ending point could be a grading period or unit study. However, teachers need to keep records of the attempts and practice assignments students do, so multiple attempts are shown, rather than just replacing the

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Grinberg also points out the varying opinions given by parents of the new systems; consequently, a couple of parents are seeing the benefits to the detailed insight and a couple of other parents claim they rather keep the letter grades. In the end of the article, Grinberg acknowledges the common goal schools that use the new grading system have with the schools that rely on traditional report cards, the common goal schools share is to use a system that communicates to the parents on student learning on an ongoing basis and see academic progress among the students. As a student who went through years in the education system using a grading system that integrated both the traditional based system like report cards and standard based system with teacher commentaries, it would be ideal if there was a system that balances the traditional grading system and the standard based system. A combined system would provide parents the convenience that the standard based system provides with the use of technology and detailed feedback with communication between parents and teacher while maintaining the letter

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Reduction or even elimination of AMPE classes has been brought into question since the introduction of standardized testing. Reducing these classes would allow for more time for instruction on the subjects covered in these standardized tests (Graham et al., 2002). The article sheds light on this subject by examining how Virginia principals have adjusted AMPE classes since the introduction of the Standards of Learning (SOL) system. Thayer states that the SOL system measures the minimal achievement level by children in Kindergarten through 12th grade in the subjects of math, science, history, and social science (as cited in Graham et al., 2002, p. 51). According to the Virginia Department of Education, high school students must successfully pass a certain number of SOL tests before receiving their diploma.

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Using a range of assessments such as work samples, observations, conferencing and teacher judgment shows that

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Although the common belief is that certain aspects of school are important for an ideal education for all students, the main problems that need to be rectified as soon as possible include the lettered grading system and test scores as the main measure of achievement as well as a lack of disciplined and motivated in teachers who do their jobs correctly in order for their students to reach their full potential and excel in life. Out of all the issues with American education today, one of the most overvalued yet problematic for students is the grades and scores that represent their classroom proficiency and content knowledge. It is true that today, in the United States, the easiest and seemingly most reliable way to track student performance and rank schools by quality of education is by simply marking students based on their scores on assignments and assessments done in school or on standardized exams designed to measure mastery of content, and by comparing and analyzing the

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