![]() Letter/text grading scales are often a component of task evaluation in this system. Learners choose “bundles” of assignments bundles that require more effort and rigor, the higher the grade. For learners, it’s all or nothing” (Nilson, 2016). “In sum, complete, satisfactory work receives full credit (full value), and incomplete, unsatisfactory receives no credit/value. Individual assignments are graded on a Pass/Fail or Satisfactory/Unsatisfactory basis. Letter grades, GPAs, percentages there are so many ways to track how you are doing in your classes. ![]() Specifications or “specs” grading is a newer system of evaluation that is based on the amount of work learners choose to do and the quality of the learners’ work (Cunningham, 2016). A grading scale in which two-thirds of the designated levels describe failure also implies that degrees of failure can be more finely distinguished than degrees of success. Little evidence supports mastery of the course concepts and skills. Hi, We have been doing standards based grading in our math classes for a couple years now. grading scale and designate ten levels of failure rather than the 100-point percentage grading scale with 60 levels of failure After all, the choice of 100 is quite arbitrary. The problem is the stunted conception of learning that creeps in when points are pervasive: School is a game. Relevant information is included, but lack of depth & clarity and shows ambiguity. Points are a perfectly valid way to add up the number of right and wrong answers in certain kinds of assessmentssome questions do have right and wrong answers. It is like that with Standards-Based Grading. For example, Mandarin Chinese has words and phrases that cannot be translated accurately into English because no English equivalent exists. The work is high quality throughout and shows clear evidence of mastery of the course concepts and skills with in-depth synthesis, articulation, and critical thinking. Think of the two grading methods as totally different languages. ![]()
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