Chapter+2

__**Chapter 2 Meeting Summary from Group 1**__

"[|Do Grades Reflect the Student?]" and "[|So Is That Like an A?]" article discussion. Reading and discussing these articles (see the resource tab) led Ginger to share with us parts of her conversations with her juniors regarding grading and motivation. She felt the students were telling her a couple of things: 1) most students felt that grades were a reflection of effort not academic achievement, 2) most students want grades to be based academic achievement, but they want effort rewarded as well, 3) at BHHS, students feel that it is possible to get at least a B, possibly an A, without mastering the material (grades are reflected by compliance--doing the work), 4) there are some classes and subjects that did move students to be intrinsicially motivated to do the work, and finally 5) cheating is a huge issue because students are motivated to get grades--not learn material. Cheryl: //What, if anything, do we want to do with this information?Nancy: In my discussions with students I found much the same responses as Ginger. I am planning to see how the freshmen react to this question.//
 * __Major Points from After School Meeting, March 5th:__**

From the text: Fixes for grades that distort student achievement... We didn't feel like this was a big issue for BHHS, but we did like the idea about a separate reporting device for effort, organization, and other behaviors. It was difficult to conceptualize what that might look like--but we feel that it is important if grades are not to be based on these issues at all. //Rochelle: I agree with this one also. Having used grades to manage behavior in the past when I have had a particularly difficult group, I feel a pang of guilt after reading this fix. I think I could make good use out of the handy reporting device on page 23. It is like an elementary report card.// We discussed that there actually are penalties in the real world for lateness (contractors are fined for not finishing a job on time, tax returns must be filed on time, etc). However, the real life skill of talking to someone of authority to negotiate or re-negotiate a deadline is a valuable skill that students would benefit from. Finally, the point about accepting late work being difficult for teachers to get scored and organized was brought up. //Rochelle: Yes, I struggle with knowing the best approach to the problem of late work. Learning to meet deadlines has its value and application in life, yet some students just need more time. Perhaps there are some assignments which are negotiable and some which aren't. I'll admit, sometimes the penalty of late points simply balances out the scales for me because of the extra effort the late work requires on my part.Nancy: Early in my career I allowed students to complete work right up to the last minute of the grading period. That was a nightmare, and I am confident no one learned anything additional as a result. I am sure Ginger can relate to this policy since her son was a student in my middle school classes and had trouble turning in his work. I don't think spending a day at the end of the quarter was particularly enlightening for any of us. I then changed my policies and set a deadline beyond which assignments were not accepted. Administrators are usually more supportive of this type of policy--as were most teachers. Although my deadlines usually are about 1 week, I found that without writing notice of the final day for turning in assignments for correcting, some students forgot??? I now have an assignment schedule of the "last" day for assignments. Under special circumstances I allow some assignments to come in later for 1/2 credit. Usually it is students who "forget" and this is helpful. Deadlines are a reality of life. Are we not preparing students to be as successful as possible in life?.// We all do it. What is five points for a box of kleenex? The issue was that if that bonus seriously impacts reporting academic achievement, then there is a problem. We felt that as professionals we are capable of discerning between 5 points for a box of kleenex and 61 percentage points for physics worksheets. We discussed the fact that this is a huge problem at 7:30 in the morning as students cluster together to copy each others answers and the fact that they do this is based on grades being more important than learning. What do we do when students refuse to do their homework? What do we do when we catch students cheating or plagerising (sp?)? What is the school policy on cheating?//Nancy: It seems that counting homework has resulted in cheating by copyingin math do students learn when doing this?// **//Lee://** //Honestly, cheating on homework doesn't concern me too much because I think even though a student may be copying I think they might learn something in the process. Besides that, homework alone or one assignment isn't going to make a difference on the overall grade.// What about classes like gym? Vocational classes where attendance is important? We all agreed that cooperative learning is powerful and can effectively raise student performance. We didn't really get to the pro's and con's of grading that way. Maybe on Friday. :) //Rochelle: Could the same argument be made for students scoring each other? Should we ever do that? If so, should it go into the gradebook or simply serve as feedback?//
 * Fix #1** (Don't use student behavior in establishing grades)
 * Fix #2** (Don't penalize late work--support students who have timelines issues with a strong, directed pyramid of interventions)
 * Fix #3** (Don't use extra credit or bonus points to skew grades)
 * Fix #4** (Punish academic dishonesty not by deflating grades)
 * Fix #5** (Don't count attendance as part of grades)
 * Fix #6** (Don't count group scores in final grades)