The Huffington Post article, Student Sinks Impossible Shot To Secure Entire Class 100s On Organic Chemistry Quiz recently caught my attention. It’s a fun story about a student in a organic chemistry class at The Ohio State University that threw a wadded up piece of paper into the garbage can from the balcony. The story is so popular that there are over 1,000 comments. So, being someone who has an interest in grades and grade reporting I decided to comment.
I really wondered how many people would respond to my comment and I’m shocked that there were 30 comments. Here are just a few to give you an idea of what people were thinking.
It’s just interesting to me that so many people are programmed to think that giving out grades for “extra credit” or tricks unrelated to academic performance is the norm. I’m all for having fun in class and I think that it’s great that the professor encouraged this type of behavior. I’m also smart enough to know that the quiz grade doesn’t do much for their overall grades in the end. I’m just a proponent of Grades that Mean Something
The purpose of grading is to describe how well students have achieved the learning objectives or goals established for a class or course of study. Grades should reflect students’ performance on specific learning criteria.
My quest to tell my story of our transformation of grading and reporting practices at Graded School in Sao Paulo, Brazil has been delayed during the past two months. As a refresher, here are my past posts.
At the end of the first semester of the 2014 – 15 school year I wrote several articles for the Graded community that appeared in the Gazette. This one is one that I’ve adapted for this series of posts on our journey to improve grading and reporting practices.
The members of our Math department surveyed students and below are a few of the comments, related to re-assessments.
These comments show students are understanding how the process of re-assessments impacts their learning. Notice that the focus is not on grades but on learning. These types of comments are representative of a growth mindset, where the focus is on the progress instead of the product. We hope over time this mentality will spread and become part of the Graded culture.
- “My biggest success was to be able to find my area of weakness in the summatives and be able to improve on them.”
- “I was able to learn from my mistakes and re-assess myself to know if I really understood the content.”
- “I am able to learn the material. With the retake, maybe I thought I understood the content but actually didn’t.”
- “The re-taking system has helped me. Not only has it decreased the pressure of tests but I felt that I always understood the content more in the re-take.”
- “To review the knowledge more than once helps me truly learn the material rather than learn it for one test.”
Change can be difficult, and deep and lasting change does not happen in the short term. Here are some challenges:
- “Trying to fit in time for studying for retakes, while also doing the work for other classes.”
- “If you do bad on a summative, there is no way to bring [your grade] up unless you do well on the retake. You can’t bring up your grade with homework.”
- “Since I don’t have to do homework, I don’t learn the content as much, and therefore I don’t do as well in the summatives.”
- “My biggest struggle is being able to show all of my knowledge on tests, because when I get nervous I tend to forget some information.”
- “That homework doesn’t count. This is a struggle because I do homework almost all the time and it would help boost my grades up.”
- “If I want to increase my grade, there is a much lower chance if I didn’t do as well in the re-take. I don’t have homework grades that count on my grade.”
The results below show students’ views on homework, satisfaction with grades and understanding of content, and effort and preparation.
Throughout the entire semester we wondered if there would be dramatic changes in students’ grades. In the next post we’ll look at 1st semester grades.