Dr. Baros is a dedicated researcher, educator, and LGBTQ advocate. Her areas of expertise are proficiency-based language teaching and creating inclusive environments for LGBTQ students and people.
As the name of this post suggests, this is another step on a journey that started long before this post. It may be helpful to review the following posts before reading this one in order to contextualize what I'm about to write:
As I reflect on all that I've learned during our first trimester, I find myself compelled, yet again, to change the grading system. I was using an Interpersonal Mode rubric adapted from Ben Slavic which fit the needs of co-creating with the class (One Word Images, Ask A Story, Etc.) very well. However, with my recent transition to primarily Story Listening, the Interpersonal Mode rubric no longer fits the behaviors I expect of my students since they now have new roles for engagement. Moreover, there are things missing from that rubric that I want students to be doing, especially since so much of our class time is now spent reading.
The bottom line is that grades should be meaningful, and what I was doing no longer fits what I wish to communicate to parents and students. So, something has got to change.
What would be meaningful and fair to communicate?
Before I even begin to think about setting up my gradebook, assigning tasks, and grading them, I must be able to answer this question. The meaningful part concerns what I need to communicate to parents. How should they interpret the grades that their students receive? The fair part of this question concerns what students can control - and, as I've explained in the two posts linked at the beginning of this post, I do not view assessing what students can do in the language (i.e. proficiency or tasks) as fair and I have to honor that when assigning their grades (soap box moment: whether or not I agree with it, these grades do influence their quality of life based on how they and their parents feel about them! Not to mention that high school grades will affect college acceptances and scholarships. For those reasons, I take assigning them very, very seriously).
For my class, I've determined that Student Behaviors (Citizenship) and Completion of Assignments (Classwork/Assignments) are fair and meaningful to communicate:. To be honest, completion of assignments can be categorized under student behaviors, but there is some sort of satisfaction when students see a direct connection between the tasks the complete in class and what shows up in the gradebook. However, in honoring what is fair to assess, these daily tasks are formative assessments of my instruction and students receive an automatic 100% just for completing them. It feels great to them to get these regular 100% grades in the grade book, and it ensures that students can communicate openly with me about how well I am reaching them while only being graded on what they can control.
How does this look in the gradebook?
Although it may be somewhat arbitrary, I decided to give each of the categories (Classwork/Assignments and Citizenship) equal weight in the gradebook. The categories are broad enough that I can include everything we do. I've always preferred to use weights as I feel they give me more accurate control over my gradebook, but that is just a personal preference.
Because this approach is likely unfamiliar to parents and students, I plan to send a letter explaining how students are graded and how to interpret those grades. I also plan to review their proficiency assessments in their notebooks and touch base with the parents of students who are struggling in their proficiency so that they have a complete picture of their students' performance and how they can support them, while still maintaining fairness in the grade book. Once I write that email, I will link to it here.
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