Grading Gone Wild.

Hi.

Welcome to The EDU Files, bringing education insights, stories, and vibes to your inbox every Tuesday.

As we kick off this week’s EDU Files, I want to take a moment to acknowledge the tremendous impact Hurricane Milton has had on all of us here in Central Florida. Whether it was homes, schools, or communities affected, the storm reminded us of how quickly everything can change. My heart goes out to all who were impacted, especially our educators, students, and school communities who are navigating these challenges head-on.

In times like this, we are reminded of the strength and resilience within our educational community, but we know the road to recovery is just beginning. If you’d like to lend a helping hand, I encourage you to consider donating to the Red Cross Hurricane Milton Relief Fund. Your support will go directly to those in need.

Let’s continue to lift each other up and work together to rebuild stronger than ever!

Deep Dive 🤿

Grading Gone Wild:
Addressing Grading Practices That Don’t Make Sense

In the latest episode of the Mike the Principal Podcast, we tackled a topic that continues to frustrate educators and parents alike: grading practices that just don’t make sense.

As an educational leader, it’s crucial that we confront these issues head-on to ensure our grading systems reflect true student learning.

The Issues We Explored:

1 - Grading Categories That Don’t Add Up

Have you ever encountered a gradebook where the grading categories fail to total 100%? It’s perplexing and counterproductive. Imagine dining at a restaurant where your three-course meal is served without proper portions - would you accept just half of your main course and no dessert? Um… hell no!

Yet, when we allow grade categories to fall short, we deny our students a clear understanding of their progress. This oversight can lead to confusion and frustration for both students and parents. As leaders, we must scrutinize our grading systems to ensure they meet the fundamental criteria of transparency and fairness.

Action Step: Review your gradebooks today. Discuss grading practices with your staff to ensure that every percentage counts toward an accurate representation of student learning.

2 - The One-Test Catastrophe

Another critical concern is when a single test accounts for 50% (or more) of a student’s grade. Are we really assessing the entirety of a student’s learning based on one performance? Consider Sarah, who had demonstrated consistent knowledge and growth throughout the marking period but falls ill on the day of her major assessment. One test shouldn’t determine her academic fate.

We must diversify assessments to capture the full scope of student learning, ensuring that grades reflect more than just a snapshot in time.

Action Step: Encourage your teachers to implement varied assessments that showcase students understanding over time, rather than relying solely on high-stakes testing.

3 - The Case Against Zero

The use of the zero on a 100-point scale is another practice that demands our attention. As Douglas Reeves points out, using a zero is akin to issuing an academic life sentence for one mistake. This punitive approach not only undermines a student’s GPA but also their motivation to succeed.

In my research, I’ve found that allowing arbitrary penalties like zeros distorts our ability to measure actual learning. We must consider the long-term impacts of our gradin decisions.

Action Step: Engage in conversations with your faculty about the implications of using zeros on a 100-point scale. Explore grading scales that allow for recovery, focusing on student growth rather than punitive measures.

4 - The Hodgepodge Effect

Lastly, we addressed the hodgepodge effect - grades influenced by non-academic factors such as behavior and participation. Take the case of Daniel, who understands the material yet struggles with arbitrary grading based on compliance. When grades reflect behavior instead of knowledge, we lose sight of our true purpose as educators.

Action Step: Encourage your staff to align grading practices strictly with academic outcomes. Grades should reflect what students know, not just how well they adhere to classroom norms.

Moving Forward

In conclusion, it’s imperative that we take a hard look at our grading practices. As school leaders, we have the responsibility to ensure that our grading systems are fair, transparent, and truly reflective of student learning.

Let’s commit to fostering a grading culture that encourages growth and accurately represents our students’ capabilities. If you found this discussion valuable, I encourage you to share this episode with your colleagues and take action in your schools.

I know how hard this work is. Do not back down. I am proud of you; I appreciate you. Keep the focus on the purpose.

Track of the Week 💿

Turn on, tune in, and check out…

Click the iPod to check out the track I have on repeat this week. Check out The EDU Files playlist for tunes to keep you rockin’ throughout the week.

Surfing the Web 🌊

Here is my favorite EDU content from the web this week.

• Grading Gone Wild - Mike the Principal Podcast

Be sure to check these out…

Feedback 💭

What’d you think of this email?

Please take 10 seconds to drop your thoughts on this week’s content. I value your feedback. Thanks a bunch.

Before You Go…

Do you enjoy this content? Share it with an educator friend or have them sign up for The EDU Files here.

Thanks for spreading the word, and keep up the good fight. The work you do matters.

See ya next Tuesday! 🍏

PS: If you are interested in supporting your school or district with any of the content or strategies in The EDU Files, click here to drop me a note or to talk more.