Educational Grading Systems Study
Culver-Stockton College education majors have prepared four slide presentations (listed at right) arguing whether and how grading systems should be changed. The C-SC students were "appointed" to four "faculty committees," each of which researched the issue and presented its findings at a mock faculty meeting. Their presentations are provided at right (pdf format).
Sherer said student teachers were asked to review the literature on grading practices ala Marzano, Stiggins, Popham, and ASCD juried articles. These articles emphasized "grading for success" of all students. In addition, the students reviewed the recent controversy in Quincy, Ill., that accompanied the implementation of a new grading policy there.
In their collaborative groups the students conceptualized four different grading plans to present to a hypothetical faculty as the beginning of a year-long study of grading practices in a hypothetical K-12 district. Students reviewed the 15 "fixes" for "broken" grading systems ala Stiggin/ Wormeli and used a rubric for their presentations that included craftsmanship, design progress, accuracy, visual appeal, peer critique, cooperative work, organization, communication, and creativity.
We would welcome comments from others on the presentations, which will be posted on the project's blog page.
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