Repair+Kit

//A Repair Kit for Grading//, Introduction by Ken O’Connor 2011

Ted Hall's Summary & Ratings: The book provides some practical steps that schools can take to fix grades. Much of what he says may not be well accepted by our faculty, but it important to have this voice present in our work. His two essential questions are consistent with Reeves questions. “How confident am I that the grades students get in my classroom/school/district are accurate, meaningful, and consistent and that they support learning?” and “How confident am I that the grades I assign students accurately reflect my school’s published content standards and desired learning outcomes?” In the introduction he points out that grades need to: be accurate be meaningful be consistent support learning The author also points out that he believes the primary purpose of grades is to communicate about achievement, with achievement being defined as performance measured against accepted published standards and learning outcomes. A--8

B--8

C--9--I think this is an important resource for our work

Anne Tommaso's Summary & Ratings: This book is organized around 15 “Fixes” or policies that are grounded in ideas and philosophy but have practical applications. It is a practical book, and this introduction provides some of the philosophy behind the “fixes? The writing is interesting, intelligently stated, and will produced heated conversations among our faculty. Many ideas are not supported by our current method of reporting grades, work habits, progress as numbers reported over time in Powerschool. I feel like if we’re willing to talk about some of the issues presented in this text, then we should also be talking about the limitations of Powerschool. The book’s main idea is the disparity between the way standards govern curriculum and instruction but not grade reporting. Two essential questions: Are grades accurate, meaningful, consistent, and supportive to learning? and Do grades match content standards and learning outcomes? are discussed in the chapter as well as commentary about the following ideas: 1. In grading, equal isn’t always fair, grades are inadequate motivators because they are extrinsic, and all grading is subjective and should be defensible, credible, accurate, and consistent. This book opens some big doors. Just from reading the introduction, I’m not sure we can accomplish the ideas in this book without a major overhaul of our grading principles and procedures. A. 8 B. 8: It depends what we’re willing to talk about on this committee and as a faculty. <span style="background-color: transparent; color: #674ea7; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">C. 7: If we’re willing to make some big changes or think about ways to incorporate some of the big ideas into our current practices. However, the second option will require us to use Powerschool in more flexible and innovative ways.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">outcomes.