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M6U4A2 - The value/purpose of grading (Gamification (In this system as I…
M6U4A2 - The value/purpose of grading
Gamification
This strategy is laid out in a way that suggests a maximum point value possible, and allows all students to start from 0 and build upward to that. Additionally, this incorporates rewards, actual video games, and competition into the system.
Frequently, it seems that the perception of this kind of system is not "serious," or that parents and administrators won't enjoy. This seems unfair, but can be built to prevent this conception.
In this system as I imagine it, there is almost limitless opportunity for success because I imagine it as a game with unlimited lives and unlimited re-dos of levels that have passed. That said, this does not have to be this way, but that's what I have in mind. Point distribution in the next bubbles. Total possible points = 1000.
Traditional assessments: 350 points possible. These are the traditional tests and quizzes. While there are no re-dos possible, there is the potential for "corrections" to earn back lost points. This means that students are not penalized for failing to do well on the first day of the exam.
Projects: 400 points possible. These are project-based learning assignments, usually done with groups that allow students to challenge and collaborate with each other. These points are also not final, and can be improved once grades are given.
Participation: 100 points. This is rigorously handed out for in-class participation in discussions and other observable activities. Can not be repeated.
Homework/classwork 150 points possible. Various assignments are weighted more or less than others. This includes entry/exit tickets. These are all built with the potential for re-dos, much like the levels of a game. Additional work may be done to earn points over 150 (up to 50 extra) to compensate for other layers of the class that have gone badly.
Traditional (current) structure
This strategy is blunt and clear, while not necessarily student-friendly. The system is designed as "starting with an A, and then working down," and allows students to view their points within the various compartments of their grade in a way that visually might be very frustrating
There are very limited opportunities for remediation of poor outcomes. This system has traditionally been used and is a common and comfortable one for teachers and traditionally high achieving students, but is perhaps too serious and not student-friendly enough.
While I personally like this system, it is clear to me while it might not make sense to students. Also, notably, because assignments are compartmented by weight, point values matter less. Zeroes are possible in all categories.
Tests: 30%. These are not to be redone, and are given in the traditional way.
Quizzes: 20%. These quizzes are often pop-quizzes based on reading or homework. They are a large portion of the grade because they are considered to be indicative of effort in the class via homework.
Homework: 10%. Students can not redo late homework under any circumstance, unless they provide clear explanations and ask in person. Very subjective and selective rule-breaking.
Participation: 10%. Subjective measure of student performance, participation, and positive attitude.
Projects/Classwork: 30%. This grade is collectively the work done that is not homework or tests/quizzes. May not be redone. Much of this work is group work.
Middle Ground - My preference
My preferred system of grading uses the best of both. I feel that there is a benefit to allowing students to redo work to alleviate the burden of a "bad day," but that some assessments and grades should remain final. Additionally, while I like that my current traditional scale allows for zeroes, I would like to incorporate the concept of "growing a grade" into my system, instead of giving students the impression that their grades are always dropping from 100%.
Tests/Quizzes: 350 points possible. These are permanent scores, with the benefit of allowing students to "redo the level" for half of the lost points. This limits the sense of finality and despair that accompanies many major assessments.
Projects: 350 points possible. This is increased substantially from my current system, compared to its current value in relation to testing. This allows students to complete more projects as assessments of learning, and allows hard workers to compete and collaborate for points. No re-dos allowed. Zeroes are possible.
Homework/Classwork: 150 points possible. This is work that can be completed for full credit, or half credit, which is better than full or zero credit which I offer now. No homework means 0 points. Work can still not be turned in late. Additional work (up to 30 points) can be completed instead.
Participation: 150 points possible. Objective evidence-based assessment of effort and time spent in class actively participating. Zeroes are not possible.