FEATURING KEN O’ CONNOR’SA REPAIR K IT FOR GRADING: 15 F IXES FOR BROKEN GRADES

&HOW TO GRADE FOR LEARNING K-12

A Repair Kit for Grading: 15 Fixes for Broken Grades

1. Explore cutting edge research on grading2. Reflect upon assumptions about grading3. Consider alignment between grades and

learning4. Reflect on personal and systemic grading

practices5. Consider the change process

OUTCOMES

Books:1. A Repair Kit for Grading: 15 Fixes for

Broken Grades (AKA “15 Fixes”) Study Guide for A Repair Kit for Grading :

15 Fixes for Broken Grades2. How to Grade for Learning K-12

Wiki: http://gradingforstudentlearning.pbworks.com

MATERIALS & RESOURCES

ESSENTIAL QUESTIONS

For whom do we grade? What is the purpose of grades?  What should a grade tell

us?  Is grading primarily about growth or about amount of knowledge?

What is a “fair” grade?  What does fairness in grading mean?

What should be included in a grade?  What are the implications of including factors besides achievement in grades?

Should grades reflect credit for doing, credit for learning, or both?

How can grading distort student achievement? How can the quality and organization of evidence impact

students’ grades? What is the relationship between learning and grading?

ESSENTIAL QUESTIONS KLC

…

UNDERPINNING ISSUES

“There are three underpinning issues we must consider before addressing the specifics of how to determine grades. They are fairness, motivation, and objectivity and professional judgment.” O’Connor, p. 9.

Divide into groups of 3 to read pp. 9 – 13. Each person reads one section: Fairness, Motivation, Objectivity and Professional Judgment.

When everyone in your group has completed the reading, each person shares one relevant quote from the section and explains its relevance.

SURVEY ON MARKING AND GRADING PRACTICES

15 Fixes User Guide Appendix C

Reflection

When thinking about the grading practices, where am I? Where are staff in my district?

In Theory In Practice (Implementation)

Myself My district Myself My district

Fairness

Motivation

Objectivity and Professional Judgment

4 = TWITA

3 = KWL

2 = NTM

1 = 404

TWITA = That's What I'm Talking About

KWL = Cool

NTM = Not That Much

404 = I haven’t a clue

Reflection

When thinking about the grading practices, where am I? Where are staff in my

district? In Theory(what we believe)

In Practice (Implementation)(what we think is

happening)

Me My district Me My district

Fairness KWL KWL NTM TWITA

Motivation

Objectivity and Professional Judgment

4 = TWITA = That's What I'm Talking About

3 = KWL = Cool

2 = NTM = Not That Much

1 = 404 = I haven’t a clue

FEEDFORWARD

How may we, at Kent ISD, assist you in leading your staff in grading conversations, planning and improvement?