Grading Student Work- Does Spelling (still) Count?

 Having come most recently from the academic realm of the college classroom, the fundamentals of grading are relatively simple. On the first day of class, the professor provides the students with a syllabus, indicating what the course expectations are as well as what the assessment will be. With the exception perhaps of English literature where there is a great deal of essay writing, the grading parameters are well identified in advance.

This is definitely not the case in the public school classroom – especially in the elementary and middle school grades. Teacher assessment of student progress can be more subjective. Does neatness count? What about spelling? Should a student’s work habits be a part of the grade? Then there is the issue of homework. What percentage of a student’s grade should completion of homework be? Should a student be allowed to retake a test if he or she performs poorly the first time around? These are all questions that classroom teachers have to deal with on a regular basis. Parents are challenging grading procedures especially if it can impact placement in advanced classes or at the the high school level, have an impact on athletic eligibility,  class ranking, or college acceptance.

Across the country there is a movement, albeit a slow one, toward mastery grading. That is, a student’s grade is solely based upon his or her academic performance.

A number of school districts around the country are moving toward a system known as mastery grading. This standards based system identifies specifically what is to be taught and how the teacher will determine subject mastery. Since students learn at different rates and by a variety of teaching methods, it is acceptable to hake a student take a test more than once if more time is needed to attain the designated mastery level.

Rick Wormeli author of, "Fair Isn't Always Equal,” is a proponent of this grading policy. This system of grading uses M for mastery, demonstrating that a student has mastered the standard by showing accuracy 80 percent of the time. If a student is not quite showing mastery, he is progressing and is given a score of P. If a student exceeds mastery of the standard she can receive an E. If a student is failing to progress toward mastery, he receives an LP grade. The goal is a report card or progress report containing all M grades, meaning the student has mastered all the standards for his level.

For more information:http://www.ehow.com/about_5372186_types-grading-systems.html#ixzz1oMwt6jCI

 Check list for grading policy:

ü  Determine the objectives to be taught.

ü  Choose a means of assessing student achievement.

ü  Develop lessons that will help students achieve the goal of mastery.

ü  Devise alternate means of assessment for student who have different learning styles.

ü  Self evaluation/ Did students master subject based on how you taught?