Grades

Discussion in 'Secondary Education' started by MsGerdes, Oct 14, 2011.

  1. MsGerdes

    MsGerdes New Member

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    Oct 14, 2011

    This is my first year teaching middle school science. Currently, I have it set up so that 50% of grades are tests/quizzes and 50% is classwork but I would like to know what other teachers do and why.
    Thanks for the feedback!
     
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  3. Aliceacc

    Aliceacc Multitudinous

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    Oct 14, 2011

    Our school policy:

    1/3 tests
    1/3 quizzes and homework
    1/3 trimester exam.
     
  4. math1abee

    math1abee Companion

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    Oct 14, 2011

    50% tests
    40% quizzes/classwork
    10% homework

    Because that's what our department decided before I was hired :)
     
  5. Reality Check

    Reality Check Habitué

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    Oct 14, 2011

    25% each:

    Classwork
    Tests/Quizzes
    Notebook Check
    Participation
     
  6. Mrs. K.

    Mrs. K. Enthusiast

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    Oct 14, 2011

    60% essays and tests
    20% homework and class work
    20% class participation
     
  7. TechnoMage

    TechnoMage Companion

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    Oct 14, 2011

    Policy is a black hole..... Don't feed it!!

    35% Homework and Classwork
    (includes PATICIPATION grade for classwork)
    65% Tests (don't give quizzes) and Lab(s) work.

    Works for me, do what works for you.

    Policy is a black hole.... Don't feed it!!!

    TechnoMage:2cents:
     
  8. Mathemagician

    Mathemagician Groupie

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    Oct 15, 2011

    75% tests and quizzes
    25% projects, HW, PA, other

    Department policy
     
  9. school_o_fish

    school_o_fish Rookie

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    Oct 15, 2011

    District Policy:
    75% assessments (quizzes, tests, formal lab write ups)
    25% everything else (for me it's the interactive notebook, projects, and informal labs)
     
  10. KatherineParr

    KatherineParr Comrade

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    Oct 15, 2011

    There is no policy that dictates this breakdown in my school.

    But I also do things a little differently from the responses so far.

    First, I determine what I think is necessary: what skills students need to demonstrate, what we're going to do in class and how I want to reward them for taking it seriously.

    Then I create a set of assignments for each trimester, based on those choices. For example, I think every student of history should write a research paper. So I design a paper assignment. I also think students should practice discussion skills. So I set up a bunch of discussions (I do this a lot like Alice - with a calendar of the year).

    Once I've established what we're doing, I start weighting each grade. Generally, I assign a serious mid-term and final (10-20% each). Then I assign 2 papers, usually 10% each, plus some research activities that count 1-5% each. After that, I divide the remaining percentage among things like debates, discussions, and quizzes, leaving a little bit for class participation.

    When it gets to 100%, I'm done.

    What I like about this is that I'm not focused on percentages or teststeststests. Instead, I think about skills and knowledge, then work backward to the scoring.
     
  11. Shanoo

    Shanoo Habitué

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    Oct 15, 2011

    In my high school classes, my breakdown is:

    20% exam
    30% tests
    15% quizzes
    10% homework check
    25% classwork/assignments

    In my middle school school classes, we do outcome based assessment with the following breakdown:

    A - student has mastered the outcome
    B - student shows mastery in the outcome most of the time
    C - student shows mastery in the outcome some of the time
    D - student shows mastery in the outcome rarely

    So, whether it be a test, a quiz, an assignment, homework, they get a grade on each outcome based on that. At the end of term, I will give an overall A,B,C,D grade on that outcome. Then, based on their outcome grades, they get one grade on each mathematical strand (in which the outcomes are grouped), like numeracy, geometry, patterns and relations, etc.

    When I first teach an outcome, I don't EXPECT students to have As (although some do). It's all based on their overall achievement. If a kid, on one outcome, has B,C,B,A,A,A, the student has shown consistent mastery of the outcome.

    It can get difficult and can be a paperwork nightmare, but I think it's a fair system.
     
  12. Brendan

    Brendan Fanatic

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    Oct 16, 2011

    KathernineParr grades very much like a college professor. Usually I grade based upon:

    70%: Term Work
    30%: Term Exam

    Term Work:
    40%: Tests and Major Assignments
    30%: Quizzes
    20%: Homework and Classwork
    10%: Participation and Organization
     
  13. SCTeachInTX

    SCTeachInTX Fanatic

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    Oct 16, 2011

    60% Summative Assessments
    40% Formative Assessments
     
  14. Good Doobie

    Good Doobie Rookie

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    Oct 16, 2011

    A two week test could be worth the previous nine days of preparation.
    The quarter exam could be equal in value to the previous two or three tests.
    The midterm could be equal in value to the previous two quarter exams.
    The final could be equal in value to the previous two midterms.
    So daily work would be twenty-five percent!!!
    That was my set up when they wanted me to give more daily work credit so those who didn’t really get it could pass. Then they made schedules without planning for a midterm just before a final. The last midterm would have tested the last quarter. Then the final would test the whole year long course.
    I suppose the idea of giving so much daily work credit was to teach students that others will be nice to them so they don’t really have to learn good study skills, thinking skills, etc. I wonder if students finally learn they can cheat on hw, projects, etc. in order to pass. Students know the teacher does not have time to give separate assignments and grade thousands of different problems every day.
    But my philosophy is that tests really show what a student has learned. Students should do their daily work to prepare for tests. You might think of it as responsibility training.
    Since prideful people might not like to admit it (that I might be right), I should say that this is not my idea, but is the way it was when I went to school back in the 50's and 60's.
     
  15. KatherineParr

    KatherineParr Comrade

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    Oct 16, 2011

    I yam what I yam.

    Also, I teach juniors at a college prep school. Hence, my grading system is perceived as a feature, rather than a bug.
     
  16. Caesar753

    Caesar753 Multitudinous

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    Oct 16, 2011

    70% Assessments (really Summative Assessments)
    30% Practice (really Formative Assessments)

    This is the grading formula/breakdown that our school uses. I'd even be okay with a breakdown of 80/20 or even 90/10 (which we used to do in the past).
     
  17. Brendan

    Brendan Fanatic

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    Oct 16, 2011

    My senior AP gov students are graded much like my college class is:

    20%: Final
    10%: Midterm #1
    10%: Midterm #2
    20%: Paper(s)
    15%: Participation and Daily Assignments
    15%: Quizzes
    10%: Group Presentation and/or Project

    I'm trying to get approval from the college I teach at to run a dual enrollment US History Parts I and II for college credit, as an option instead of AP. Then I will be able to give real college style assessments!
     

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