RUNNING HEAD: EVALUATION OF GRADING PRACTICES AT ANCHOR BAY
MIDDLE SCHOOL NORTH
An Evaluation of Grading Practices at Anchor Bay Middle School North Denny Borse Sarah Glassford Brooke Hurley Oakland University Dr. Lindson Feun March 2014
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Table of Contents
Acknowledgements ..4 Abstract.. 5 Chapter 1: Introduction Background..6 Assumptions and Limitations..7 Research Questions..8 Chapter 2: Review of Literature.9 Chapter 3: Method of the Study Overview13 Selection of Subjects..13 Research Design.14 Data Analysis.15 Summary15 Chapter 4: Results of the Study Results16 Chapter 5: Conclusions and Recommendations Overview22 Conclusions and Recommendations......22 Implications for Future Research...27 References.28
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Appendices Appendix A Consent Forms A1- Human Resource Director Consent Form......29 A2-Building Principal Consent Form...30 Appendix B Data Summary Data Results Summary Chart....31 Appendix C Surveys and Result Summaries C1- Teacher Survey..32 C2- Student Survey...35 C3- Parent Survey.38
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Acknowledgements As students of the Education Specialist Program at Oakland University, Denny Borse, Sarah Glassford, and Brooke Hurley, would like to thank our families and colleagues who have offered continuous direction, support, and patience throughout the program. A special thanks to the parents, students, and staff of Anchor Bay Middle School North for providing their time, effort and feedback in completing surveys needed for the completion of our action research project. We would also like to thank Dr. Lindson Feun for his continuous guidance and support throughout the completion of our action research project. Many thanks to our fellow Macomb Cohort members who have made our time in the Oakland University Education Specialist Program a positive, collaborative experience.
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Abstract The following provides an action research project based on the evaluation of grading practices at a middle school located in a suburban area outside of Detroit, Michigan. Conclusions were based on the results of surveys distributed to parents, students, and teachers of sixth and eighth graders. Currently, the grading systems in this district are not specific or consistent across the district for verifying a students overall grade. Survey questions that were stated in the study were presented using a Likert scale model, and were given through the use of Survey Monkey, which is an online survey tool. Data were triangulated to obtain a comprehensive view of how teachers, students, and parents believe how a students overall grade should be determined. This information was then used to make recommendations and suggestions. We found that teachers, students, and parents would benefit from having a district- wide grading policy. This would not only give consistent expectations, but provide focus and transparency for grading practices.
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Chapter 1: Introduction Background The Anchor Bay School District is a suburban Metro Detroit public school located in the northern portion of Macomb County, Michigan, and also crosses into the southern portion of St. Clair County. Student enrollment for 2012-2013 is 6,267 students, of which 14% are disabled and 27% are socio-economically disadvantaged. Anchor Bay prides itself on consistently scoring above state and county averages on annual Michigan Education Assessment Program (MEAP) tests. Over a four-year period, Anchor Bay has had an 88% on time graduation rate, with a less than 5% dropout rate. The district serves Selfridge Air National Guard Base which contributes to the transient population of students. The average gross income in the Anchor Bay School district varies tremendously throughout the district. The north end of the district has an average household income of $21,000, while the remaining areas of the district average about $71,000 per year. Anchor Bay Middle School North serves 980 students in grades 6-8. It is not a highly culturally diverse population of students, but is very diverse in socio-economic status. Approximately 10% of students receive special education services, and 24% of students are economically disadvantaged. The teaching staff is composed of 41 teachers, and all but one have at least four years of teaching experience. The current principal has been in the building for 11 years, and the assistant principal is in his first year. Grading policies are one part of a complex system of instruction, assessment, and feedback in schools (Reeves, 2011). Today, teachers grading policies and student achievement are being more closely scrutinized with the implementation of Michigans new teacher evaluation being GRADING AT ABMSN 7
linked to student achievement, and Annual Yearly Progress (AYP) reporting, making grading policies more significant than ever. One of the major reasons for an established and consistent grading policy is to motivate students to work harder, perform better, and to provide clear expectations for academic success (Elikai & Schuhmann, 2010). The lack of a grading policy with clear, specific guidelines has made it difficult for students, parents, and administrators to understand the expectations of criteria for earning an A in individual classes. When grading policies are ambiguous, all other aspects of student achievement are negatively affected (Elikai & Schuhmann, 2010). Currently, there are no specific or consistent parameters for determining a students overall grade. A lack of a school-wide grading policy has allowed teachers to decipher their own criteria for assessing student achievement. What one teacher determines as criteria for achieving an A may differ from what another teacher in the same department requires for an A. Some teachers include extra credit, while others include participation and attendance. Teachers may grade on effort, while others focus on accuracy. Teachers may base grades primarily on assessments, while others see homework as a primary focus. These inconsistencies in grading practices cause confusion, discrepancies, and inaccurate or distorted measurements of student achievement. These reasons provided the rationale for this action research study. Assumptions and Limitations It was assumed that all survey respondents completed the surveys accurately and honestly to the best of their ability. Possible Limitations: Parent participation surveys were administered; possibly only involved parents may be responding. GRADING AT ABMSN 8
Parent motives or responses may be biased based on their individual childs needs. Lack of internet and computer access for parents of low socioeconomic status. A total of 65% of students were unable to complete the survey due to scheduling conflicts with NWEA testing and computer lab usage. Research Questions The following questions were the primary focus of our evaluation: 1. What are the factors teachers use to determine a students grade at Anchor Bay Middle School North? a. To what extent do teachers grade homework? b. To what extent do teachers offer extra credit? c. To what extent do teachers focus their grade primarily on tests/quizzes? d. To what extent do non-academic factors impact student grades? 2. What percentage of a students grade is determined by formative and summative assessments at Anchor Bay Middle School North? 3. What are the belief systems of stakeholders about grading at Anchor Bay Middle School North?
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Chapter 2 Review of Literature Grading practices and policies have been a topic of discussion and debate among educational stakeholders for decades. There are various perceptions of what constitutes a grade, and this is one of the central controversial factors in the grading debate. There has been much discussion as to the function of grades in the U.S. educational system. Much debate is had over whether grades should represent a students proficiency in a given subject or communicate a students performance in a variety of areas, including behavior and participation (Hanover, 2011). In an era of accountability, and test scores tied to funding and teacher salaries, the importance of student performance and grades has intensified dramatically. As Robert Marzano points out, Grades are so imprecise that they are almost meaningless (OConnor & Wormeli, 2011). The importance of putting meaning back into grades begins with the questions of what should be included in a students grade and teachers grading beliefs, practices, and procedures. The grading practices and procedures used by most teachers include both academic achievement and behavioral factors. The behavioral factors may include effort, participation, attendance, attitude, and conduct or behavior. This means that educators often use grades as both a punishment for bad behavior and a motivational tool for good behavior (Hanover, 2011). These grading practices have long been accepted by educators at all levels. When grading on non- academic or behavioral factors, such as participation or organization, teachers are grading based on the methods students use to meet standards and achieve the learning outcomes, not the standards and outcomes themselves (OConnor & Wormeli, 2011). There are many educators who now believe in standards based grading which assigns grades based only on students mastery of material in a given subject. (Hanover, 2011). The advantage of this type of grading GRADING AT ABMSN 10
system is that it allows specific feedback about what a student can and cannot do, not on other extraneous factors. When analyzing what beliefs and practices teachers have about grading, there are many schools of thought. The biggest dilemma appears to center around missing assignments and assigning zeros. One of the most important issues facing educators is what consequence is appropriate for students who do not complete an assignment (Reeves, 2011). The most common response is to assign the student a zero for the assignment. However, in the traditional 100-point scale, the ratio of a zero, where the interval between grades is 10 points, a zero asserts that assignments not turned in are assigned a penalty that is many times more severe than a poorly done assignment receiving a D (Reeves, 2011). A shift among thinking in educators is emerging. Contrary to assigning a zero for missing assignments, some educators are experimenting with the idea that the appropriate consequence for not completing an assignment is to make them complete the assignment. Students are required to complete assignments during other privilege time, such as lunch and study hall (Reeves, 2011). Students receive their freedoms when they become proficient. Other teachers are moving towards a four-point grading scale, where a four corresponds to an A and a zero still represents a missing assignment. This system utilizes a grading system where the interval between grades is a mathematically equivalent ratio (Reeves, 2011). The idea is that now the punishment of a missing assignment is equal in consequence and impact on a final grade. Another related factor teachers include in grades is practice and homework. When homework and practice grades are averaged with assessment grades, it may be possible for a student to master a concept with proficiency, but still end up with a grade that does not show their proficiency level. If practice and formative assessments are averaged with summative GRADING AT ABMSN 11
assessments, students who struggle with the concept while learning and mastering are penalized. Looking at the consistent and recent levels of performance over time provides a more accurate report of what students know and understand. These performance levels are also more closely correlated to testing done outside of the classroom (OConnor & Wormeli, 2011). The formative assessments are those that provide feedback to students, and allow students to revise and be reassessed throughout the learning cycle. Summative assessments are used as a final assessment and do not offer feedback and revision. These assessments are often tests, exams, and include final letter grades. OConnor and Wormeli state that The only reason students cant redo a final exam, project, or standardized test after they receive feedback and revise their learning is that someone in a policy-making capacity declared it so-not because its bad pedagogy (44). Some educators have recently criticized grading homework because it rewards students for being compliant, hard workers while not necessarily communicating anything meaningful about their mastery over new course material (Hanover, 2011). Most educators believe that students will be less likely to complete homework assignments if it is not graded. However, there are some studies which show that providing specific feedback on homework sent the message to students that it was important to complete the assignments as practice. This feedback was not given in the form of a grade (Hanover, 2011). Students figure out that they are responsible for the mastery of the content attached to the practice, and they sometimes ask for additional practice (Hanover, 2011). When teachers assign extra credit for semi-academic reasons, like the completion of an extra assignment, it distorts the meaning of their grade (Hanover, 2011). It rewards the student for extra effort, not achieving proficiency. Many teachers also assign extra credit for bringing in GRADING AT ABMSN 12
school supplies, which is a bigger detriment to the accuracy of a students grade because this extra credit has no academic value. Assessing and assigning grades fairly and accurately is not a problem that will be resolved in the near future. It will continue to be a focus of all educators at every level. Teachers need to look critically at the accuracy of their grading practices in measuring the proficiency of each student. They also need to re-examine their grading beliefs and the impact they have on a students grade and learning for mastery. Educators need to be able to provide stakeholders with honest, meaningful, and useful grade reports of student mastery and performance on learning outcomes and standards.
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Chapter 3: Method of the Study Overview In order to meet the rigorous standards of learning and achievement for the 21 st century, we looked at the items that are the most important to discuss for parents, community, staff, and students. In order to complete this task, surveys were created that outlined the aspects of how a students grade is calculated, how the district curriculum is aligned and how it applies to the Common Core Curriculum and State Standards. We also analyzed district initiatives that allow for the academic development of students as it applies for achievement for the district. We examined what the best practices are for the district, and how the stakeholders are involved in the process that happened during the course of this analysis. After analyzing best practices through the literature review, we created surveys that have balanced our topic questions and research. We received consent from the district Human Resource Director and the building principal. Then we administered the surveys to building staff, students, and parents. We have analyzed the data, and have made analysis of the results of the surveys to support the driving questions that have been developed. Consent forms found in Appendix A were given to the Human Resource director of the district and the building principal where the surveys were administered. An overview of survey data from all stakeholder groups can be found in Appendix B. The student survey results can be found in Appendix C1, the parent survey results in Appendix C2, and the staff survey results in Appendix C3. Selection of Subjects For the purpose of this action research plan, we narrowed our focus on the staff, parents, and students at the secondary level for Anchor Bay Schools. All teachers in the building were GRADING AT ABMSN 14
given the opportunity to participate in the online survey. A total of 84% of teachers completed the survey. A total of 35% of 6 th and 8 th grade students completed the survey. The students who took the surveys were comprised of different economic, social, and ethnic backgrounds. Teachers facilitated computer lab time for students to complete the survey. Parents of 6 th and 8 th
grade students were emailed the survey; a total of 207 out of 620 parents completed the survey. Research Design The surveys were conducted based on the Likert scale model. The student, parent, and teacher surveys were given through the use of SurveyMonkey, an online survey tool. The surveys were administered in October and November to all teachers, 6 th and 8 th grade students, and parents of 6 th and 8 th grade students. The cost associated with this form of data collection was the one time cost of a SurveyMonkey account for survey administration. All teachers from Middle School North were chosen to participate in the survey. A total of 84% of teaching staff participated. The teachers that participated ranged from teacher s of core classes academic classes, electives classes, and special education classes. The teacher survey consisted of 2 demographic questions and 17 Likert scale questions. The two demographic questions in the survey asked teachers to identify their subject area and gender. All survey Likert questions had the option to leave additional comments. Students were provided time in the computer lab to take the online survey. The student survey consisted of two demographic questions identifying their gender and grade level. The survey also contained 17 Likert scale questions. Each question had the option for students to leave additional comments. The parent survey contained three demographic questions. These questions asked parents to identify their gender, childs grade level, and whether or not their child has an Individualized Education Plan (IEP) or 504 Accommodation Plan. The parent survey also contained 17 Likert scale questions, GRADING AT ABMSN 15
all of which provided the opportunity to leave additional comments. The survey results were collected and analyzed by the different group members of this action research plan. Data Analysis The results of the Likert scale survey were compiled and analyzed as percentages and mean scores to demonstrate the beliefs and ways that teachers grade homework and the perceptions that students and parents make when it comes to these grading policies. Results of the surveys were divided into the different sub-categories (teachers, students, and parents) and also compared grade levels of the students, gender, and special education services that were offered from the parent responses. Literature was also used in support of this action research background and information that has been used in regards to grading practices. Summary Having completed the surveys, we feel that we have completed an adequate study and evaluation of the action research plan outlined above. We distributed the surveys to all staff members in an attempt to receive a greater range of results from all grade levels in the building. We have surveyed students from a variety of backgrounds, special education, multiple grade levels, and gender. Finally, we compared our results to the literature that has been written in order to make recommendations to the importance of this topic and what the outcomes, we as a group, recommend for the future.
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Chapter 4 Results of the Study The surveys were administered online to middle school students and staff using SurveyMonkey. The participants involved included sixth and eighth graders of Anchor Bay Middle School North and their parents. The questions that were given in the surveys to the staff, students, and parents were identical. However, there were two questions that pertained to the subject of summative assessments on the teacher survey and a special education identification question on the parent survey. The students were disaggregated by gender and grade level. Parents were disaggregated by their gender, their childs grade, and whether or not their child receives special education services. Staff data were disaggregated by content area. The results of the survey were analyzed based on percentages of a Likert scale, with 1= Strongly Disagree, 2= Disagree, 3= Not Sure, 4= Agree, and 5= Strongly Agree. Results a. FACTORS IN A STUDENTS GRADE (practice, homework, extra credit, tests, and pre/post test improvement) There are many factors that are included in a students final grade. Teachers felt strongly about the need for practice and homework to be included in a students grade, with 97% agreement. This factor in a students grade was confirmed with the cross item analysis of the idea that tests should be the primary basis of a students grade, with only 36% of teachers in agreement. This solidified the belief of teachers that the more important factor in a students grade is practice and homework, not test scores. Teachers also indicated that improvement in GRADING AT ABMSN 17
performance from pre-test to post-test should not be included in a grade, with only 26% stating that this improvement is included in their final grades. When asked about offering extra credit to raise a students grade, 60% of teachers stated they agreed with assigning extra credit. They also indicated that extra credit is given as an extension of learning, not simply to raise grades. b. PERCENTAGE OF STUDENTS GRADE FORMATIVE VS SUMMATIVE ASSESSMENT When analyzing the percentage of summative assessments teachers use to determine a students grade, teachers indicated that approximately 30%-40% of a students grade is based on summative assessments. However, there was a discrepancy when the data were disaggregated by content area. Elective teachers use summative assessments as only 20%-30% of a students final grade, whereas math teachers responded that their final grades are made up of 60% summative assessments. Language Arts and Science teachers final grades are comprised of 30%-40% formative assessments. Social Studies teachers indicated their students final grades are 40%-50% formative assessments. c. NON-ACADEMIC AND BELIEF SYSTEMS OF STAKEHOLDERS IN GRADING (Non-academic: behavior, effort, participation, attendance. Beliefs: Zeros, Redos, Extra Credit) The survey results focusing on non-academic grading and beliefs presented many similarities across the themes of the questions asked. The results pertaining to the inclusion of behavior in a students grade varied greatly. Only 39% of teachers agreed to some degree to include behavior when figuring a GRADING AT ABMSN 18
students final grade. However, 23% of teachers were not sure whether behavior should be included in a final grade, demonstrating that teachers are still not sure about the impact behavior should have in a students grade. Students results show that 62% agree behavior should be included as part of their grade. There was a large discrepancy in responses between 6 th and 8 th grade males. Only 47% of 8 th grade males believe behavior should be included in grades, while 77% of 6 th
grade males believe behavior should be included. Data from the parent surveys showed that 61% agree with including a students behavior as part of their final grade. When analyzing the role effort plays in grading, both teachers and students had similar data responses. Teachers had 87% agreement that effort, not just accuracy, should be included in a final grade. Data from student surveys indicated that 83% of students believe that their effort should be considered in a grade. Parents had the lowest agreement, with only 72% of respondents indicating that they believe effort, not accuracy, should be included as part of the grade. Participation in class is another non-academic factor that teachers include in students grades. The data showed that 64% of teachers agree that participation should be included in a students final grade. When broken down by content area, electives had 84% agreement in including participation, presumably due to the participatory nature of their classes. Data from student surveys produced a 68% agreement that teachers should include participation in their final grade. Parents survey data showed that 73% believe that participation should be included in a students grade. GRADING AT ABMSN 19
Attendance is another non-academic factor that could be included into a students final grade. Only 43% of teachers believe attendance should be included in a students grade. Comments indicated that most students who have poor attendance usually do not do well on assignments and tests, and therefore, attendance is indirectly factored into grades. The data suggest that teachers do not include attendance, or are unsure that attendance should be included in grades. Student data also supported this idea of not including attendance in grades, with 49% stating they didnt believe in including attendance as part of their grade. There was, however, a significant discrepancy between the data of genders. Male students responded with only 48% agreement that attendance should be considered in a final grade, whereas 58% of females agreed with including attendance. The data suggest that males have a stronger belief that attendance should not be included in their final grades. Parents had the greatest agreement in including attendance in grades, with 42% stating that attendance should be included, while 12% of parents were unsure of whether or not attendance should be included in a final grade. d. BELIEFS Late work for reduced credit data were fairly consistent among students and parents. Student data showed 70% of students agreed that reduced grades should be issued for late work. Parents had 84% agreement on this issue, based on the belief that late work should be assigned reduced credit. Teachers had the strongest agreement with assigning reduced credit for a late assignment with 89% agreeing late GRADING AT ABMSN 20
work should receive reduced credit. This was consistent across all teacher content areas. When looking at whether or not students should receive a zero for missing work, 90% of teachers agreed with assigning zeroes if assignments are missing. This was consistent across all content areas. The majority of parents also felt missing work should receive a zero. Survey data show 68% of parents agreed that a zero should be given for assignments that are missing. On the contrary, students disagreed with the belief that a missing assignment should be given a zero, with only 39% in agreement of receiving a zero for missing work. The largest discrepancy occurred in 8 th grade, with only 31% in agreement of receiving a zero for missing work, while 45% of 6 th
graders believe they should receive a zero for missing work. There were many similarities in responses from stakeholders concerning the beliefs of redoing assignments and tests. Teachers stated with 83% agreement that they allow students to redo assignments. Under some circumstances, 46% of teachers agreed or strongly agreed that they allow students to retake tests. , 83% of teachers stated the test redo is not for full credit. Students indicated with 59% agreement that they are allowed to redo assignments in various classes. Additionally, students did indicate in comments that not all classes allow redo assignments. When asked about being able to retake tests, 46% of students indicated that they are allowed to redo tests. According to survey data, 56% of students believe that a test redo should be given full credit. Parents had the lowest agreement in redoing assignments. Only 45% of parents agreed that students should be able to redo assignments. More parents were unsure about whether or not teachers allow for test redo, but 42% do not believe that GRADING AT ABMSN 21
a test should be redone for full credit. However, 51% of parents whose child receives special education services indicated their belief that a student should be given full credit if the student retakes the test. The comment data from these parents indicated test retakes were part of their childs IEP. As discussed earlier, 60% of teachers stated they agreed to assigning or offering extra credit. They also indicated that extra credit is given as an extension of learning, not simply to raise grades. Students overwhelmingly agreed that extra credit should be available to raise their grade, with 94% agreement. With 87% agreement, parents also believe that extra credit should be made available to raise grades. Parents of students who receive special education services had a slightly higher degree of agreement, with 93% believing that extra credit should be available to raise grades.
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Chapter 5 Conclusions and Recommendations Overview A number of questions were presented and addressed when conducting this action research project. The first question was: What are the factors teachers use to determine a students grade at Anchor Bay Middle School North? This included the areas of homework, extra credit, tests and quizzes and the non-academic factors that impact a students grade. The first major finding was teachers strongly agreed with including homework and practice in a students final grade. This outweighed the belief of using test scores the primary basis of a students final grade. It was also determined that extra credit is given not simply to raise grades, but given as an extension of learning. The second research question was: What percentage of a students grade is determined by formative and summative assessments at Anchor Bay Middle School North? A discrepancy was noted that the weight of formative and summative in a students grade differs amongst the teachers content area. The third question asked was: What are the belief systems of stakeholders about grading practices at Anchor Bay Middle School North? This included non-academic areas such as behavior, effort, participation, and attendance. It was noted that males tend to believe that these non-academic factors should not be included in a final grade, whereas the female felt stronger about having these items included. Conclusions and Recommendations This study has shown that there are inconsistent grading practices among teachers at Anchor Bay Middle School North. With an absence of a formal grading policy, teachers have GRADING AT ABMSN 23
complete autonomy over how a students grade is determined. These inconsistent practices are often not transparent or communicated well to all stakeholders. One major finding was that teachers expressed a strong belief in the importance of homework and practice, while placing little emphasis on test results and mastery of the content. The current practices are not aligned with the current accountability and new teacher evaluation laws; these laws require teachers to demonstrate student growth (Revised School Code). As the Revised School Code states, by the 2014-2015 school year, at least 40% of year- end teacher evaluations will be based on student growth (Revised School Code). This number increases to 50% for the 2015-2016 school year (Revised School Code).The current Middle School North practices may not prepare students or teachers for the importance and impact standardized tests may have on education in the near future. In addition, teachers did not feel it was important to include improvement in performance from pre and post-tests when determining a students grade. This belief could be detrimental to teachers in the near future when it comes to their personal yearly evaluations. More emphasis on summative assessments in all content areas should be a focus for teachers. Grades should reflect what a student knows and is able to do. Teachers, conversely, indicated that only 30%-40% of a students grade is based on summative assessments. Most teachers appear to be focusing on the formative assessments which dont give a clear indication of a students proficiency. The exception is math teachers, who indicated that their final grades are made up of close to 60% summative assessments. Adopting a district wide or department wide grading policy concerning the amount of formative and summative assessment used to calculate a students grade would create consistency and a clear understanding of how a final grade is calculated. GRADING AT ABMSN 24
The lack of emphasis on summative assessments and proficiency is also evident in the stakeholders belief that effort should be factored into a students grade, not just having the correct answer. A total of 87% of teachers, 83% of students, and 72% of parents supported the practice of awarding students effort while putting no emphasis on accuracy. Effort can often be arbitrary and difficult to accurately assess, which can lead to inflated grades or grades which do not appropriately assess student learning. As stated previously, a uniform policy on formative and summative final grade requirements would reduce the possibility of grade inflation. This study also showed a discrepancy in the beliefs of stakeholders on the matter of including non-academic factors in grading. A total of 62% of students and 61% of parents agreed that behavior should be included as part of a students final grade, whereas 39% of teachers agreed that behavior should be a factor in the grade. The data show the beliefs of students and parents in including non-academic factors in grades, whereas teachers do not like the idea of including this non-academic factor in a students grade. Being an active participant in the learning process is an important aspect of the educational experience. Educators often focus on student engagement and strive to facilitate opportunities to get students actively involved in the curriculum. Teachers, parents, and students largely agreed that participation should be part of a students grade with a total of 64% of teachers, 68% of students, and 73% of parents supporting the practice of including participation in a students grade. A policy stating the amount of formative assessments included in a final grade, which may include participation, would limit the impact of participation on a students final grade and grade inflation. Attendance is obviously vital to increasing academic proficiency, but to what extent should attendance impact a students final grade? Anchor Bay Middle School North does not GRADING AT ABMSN 25
have a formal attendance policy which denies credit from students who accumulate a larger number of absences. Student grades are not affected by their attendance. Teachers, students, and parents agreed that attendance should not be used to help determine final grades. A total of 43% of teachers, 36% of students, and 44% of parents did not support the practice of including attendance as a part of a students grade. Late work Accepting late work and fairly assessing the amount of credit given is a frustrating issue for teachers at Anchor Bay Middle School North. There was a large consensus among all stakeholders that homework should be accepted for a reduced grade with 89% of teachers, 70% of students, and 84% of parents in agreement with this practice. However, there is no specific policy on how to reduce credit for late assignments. Individual teachers have autonomy over their grading practices in the classroom. Developing and implementing a policy for late work and reduced credit would create consistency and transparency in grading. Often emergencies or extenuating circumstances can hinder a students ability to submit an assignment in a timely manner or not at all. The study showed some inconsistency between the stakeholders beliefs regarding zeroes for missing work. A total of 90% of teachers, 68% of parents, and only 39% of students believe that a zero should be assigned for missing assignments. Teachers indicated on survey comments that additional time to complete and turn in an assignment is routinely given; however, if students continue to fail to submit missing assignments, the overwhelming majority believed a zero should be assigned. There was a belief that sufficient time was allotted to complete and submit work. Conversely, students commented that missing one or two assignments can drastically reduce a grade. Many felt this practice was unfair and the zero did not represent their abilities. Parents seemed to waiver in this topic. Some GRADING AT ABMSN 26
cited the practice of assigning zeroes was creating habits for the college experience. Other parents indicated that they supported the practice of assigning zeroes, as long as the teacher communicated missing assignments and offered students the ability to make up their work for reduced credit. There is greater emphasis and pressure placed on schools to demonstrate student growth and proficiency on standardized assessments. The teachers at Anchor Bay Middle School North have not responded to this with their grading practices. Teachers grades are not calculated using a high percentage of summative assessments, with the average student grade being composed of only 30%-40% of summative assessments. Related to this is the practice of allowing students to retake tests. A total of 47% of teachers indicated they allowed students to retake tests. However, only 46% of students were aware of this practice. Parents also seemed to be unaware that teachers facilitated an opportunity to retake tests; only 29% of parents reported knowledge of this practice. Again, teachers indicated an emphasis on formative assessments, with 83% of teachers allowing their student an opportunity to make up or redo assignments. Unfortunately, there appears to be a lack of communication between staff, students, and parents. Only 60% of students and 45% of parents were aware teachers offered the opportunity to make up assignments. Teachers need to better communicate to parents and students the policy and opportunity to make up or redo assignments. Extra Credit Non-academic factors are often used to affect student grades. An overwhelming majority of students and parents support the practice of using extra credit to increase a students grade. However, parents commented that extra credit should pertain to the subject matter and provide GRADING AT ABMSN 27
additional extensions or reinforcements of learning the curriculum. The majority of teachers also believed extra credit should be available to raise students grades. Numerous comments indicated extra credit should be content related, given in limited amounts, and not artificially inflate grades. A grading policy limiting the amount of formative assessment, which could include extra credit, would limit the impact of non-academic factors on a students final grade. This would include the impact of extra credit on grades. Implications for Future Research Further research should include an evaluation of the grading practices of the second middle school in the district. The two studies should then be evaluated for similarities and differences in grading beliefs, policies, and practices of teachers. We recommend the data from both schools be used to develop a district-wide grading policy that is consistent for both middle schools. Anchor Bay should also consider developing a policy that regulates the percentages of summative assessments and formative assessments used to calculate a students final grade. Further research would need to be conducted to conclude the appropriate amount of summative assessments and formative assessments appropriate for the middle school level. The focus of these grading polices should increase student achievement and reduce disconnect between student grades and academic ability.
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References American Psychological Association (1998, March 4). Research Shows Homework Does Boost Academic Achievement; But Overemphasizing Grades and Performance May Lead to Cheating. Science Daily. Retrieved November 18, 2013, from www.sciencedaily.com/releases/1998/03/980304073520 Elikai, F., & Schuhmann, P. W. (2010). An examination of the impact of grading policies on students' achievement. Issues in Accounting Education, 25(4), 677-693. Hanover Research (2011). Effective Grading Practices in the Middle School and High School Environments. Independent School Administration Practice February, 1-37. The Revised School Code Act 451 of 1976. State of Michigan Legislature. 380.1249 (2011). Retreived March 11, 2014, from http://www.legislature.mi.gov/(S(2vxe3f453 byr3v55mnmzs 455))/mileg.aspx?page=GetObject&objectname=mcl-380-1249. O'Connor, K., & Wormeli, R. (2011). Reporting Student Learning: Despite advances in grading and reporting, imprecision and lack of meaning persist. Educational Leadership, November, 40-44. Reeves, D. B. (2011). Taking the Grading Conversation Public. Educational Leadership, 69(3), 76-79. Reeves, D. B. (2004). The Case Against the Zero. Phi Delta Kappan, 86(4), 324-325. Tippin, G., Lafreniere, K., and Page, S. (2012). Student Perception of Academic Grading: Personality, academic orientation, and effort. Active Learning in Higher Education 13(1) 151-161.
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Appendix A1 Human Resource Director Consent Form
June, 2013
Mr. Paul Rogers Anchor Bay School District 5201 County Line Rd Suite 100 Casco Twp, MI 48064
Dear Mr. Rogers, We are part of an Education Specialist cohort from Oakland University conducting action research on the components involved in assigning grades. We are seeking permission to survey both the staff and students at Middle School North in the Anchor Bay School District. We would like to conduct our surveys in October, 2013. All information will be kept confidential. No staff, student, or parent names will be asked or released.
The information from our research will benefit the students and staff of Anchor Bay, in further developing consistent and common grading policies. We would appreciate your approval for this project. Please indicate your permission on the form below and return it to Sarah Kessel- Glassford. If you have specific questions regarding this research project, please contact Sarah Kessel-Glassford at extension 3701, or by cell phone at 248-866-5448, or Lindson Feun, Ph.D., Faculty Sponsor, Oakland University, at 248-623-9233.
Sincerely,
Sarah Kessel-Glassford Brooke Hurley
Dennis Borse
I give permission for the cohort group from Oakland University to conduct a survey of students and staff in Fall, 2013.
Appendix A2 Building Principal Director Consent Form October 1, 2013
Mr. Tim Brisbois Anchor Bay School Middle School North 52805 Ashley St New Baltimore , MI 48047
Dear Mr. Brisbois,
We are part of an Education Specialist cohort from Oakland University conducting action research on the components involved in assigning grades. We are seeking permission to survey both the staff and students at Middle School North in the Anchor Bay School District. We would like to conduct our surveys in October of 2013. All information will be kept confidential. No staff, student, or parent names will be released.
The information from our research will benefit the students and staff of Anchor Bay in further developing consistent and common grading policies. We will be pleased to share the results of our study with you at its completion.
We would appreciate your approval for this project. Please indicate your permission on the form below and return it to Sarah Kessel-Glassford. If you have specific questions regarding this research project, please contact Sarah Kessel-Glassford at extension 3701, or by cell phone at 248-866-5448, or Lindson Feun, Ph.D., Faculty Sponsor, Oakland University, at 248-623-9233.
Sincerely,
Sarah Kessel-Glassford Brooke Hurley
Dennis Borse
I give permission for the cohort group from Oakland University to conduct a survey of students, parents, and staff in October, 2013.
______________________________________ ________________________ Administrator Signature Date
GRADING AT ABMSN 31
Appendix B Data Summary Percentage of Responses that Agree or Strongly Agree By Question Theme Question Theme Staff Student Parent Explain Grades NA 80% 80%
Retake tests 47% 46% 29%
Redo Assignments 83% 60% 45%
Grade Reflect Achievement 87% 77% 83% Earn Grades Received NA 86% 87%
Behavior Should be Part of Grade 39% 62% 61% Effort not accuracy should be part of grade 87% 83% 72% Participation should be part of grade 64% 68% 73% Attendance should be part of grade 43% 36% 44% Practice (homework, classwork) should be part of grade 97% 64% 92% Pre-Test/Post-Test improvement should be included in grade 26% 43% 56% Test should be primary basis of grade 36% 48% 16% Academic Achievement only thing in grade 14% 32% 21% Zero for missing work 90% 39% 68%
Reduced Grade for Late Work 89% 70% 84% Redo test for full credit 13% 56% 37% Extra Credit to raise grades 60% 94% 87%
GRADING AT ABMSN 32
Appendix C1 Survey Questions and Result Summary Student Survey These survey questions were administered electronically via SurveyMonkey
This survey is to help us understand how you feel about the grades and grading policies of your teachers in your classes. The information you provide is confidential, so please answer honestly and to the best of your ability.
Thank you for your participation.
Please mark the extent to which you agree or disagree with the following statements:
1. I can explain why I receive specific grades in my classes. Strongly Agree Agree Not Sure Disagree Strongly Disagree 21% 59% 17% 2% 1% 2. Teachers give me the opportunity to retake test in my classes. Strongly Agree Agree Not Sure Disagree Strongly Disagree 17% 30% 23% 15% 15% 3. Teachers give me the opportunity to redo assignments in my classes. Strongly Agree Agree Not Sure Disagree Strongly Disagree 19% 42% 18% 15% 6% 4. My grades fairly reflect my achievement. Strongly Agree Agree Not Sure Disagree Strongly Disagree 35% 42% 15% 6% 2% 5. I earn the grades I receive. Strongly Agree Agree Not Sure Disagree Strongly Disagree 46% 40% 9% 3% 2% 6. My behavior during class should be part of my grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 32% 32% 14% 12% 10% 7. The effort I put into my work should be part of my grade, not just having the right answer. Strongly Agree Agree Not Sure Disagree Strongly Disagree 54% 30% 9% 5% 2% 8. Class participation should be part of my grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 31% 38% 13% 11% 7% GRADING AT ABMSN 33
9. My attendance should be part of my grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 18% 19% 13% 26% 24%
10. Practice (homework, assignments, class work) should be part of my grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 32% 32% 16% 14% 6%
11. The amount of improvement I show on pre and post tests should be part of my grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 18% 26% 23% 20% 13%
12. Tests should be the primary basis for my grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 18% 30% 23% 19% 10%
13. My academic achievement should be the only thing considered in figuring the grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 10% 22% 27% 28% 13%
14. I should receive a 0 for missing work. Strongly Agree Agree Not Sure Disagree Strongly Disagree 17% 23% 13% 22% 25%
15. If I turn an assignment in late, I should receive a reduced grade for this late work. Strongly Agree Agree Not Sure Disagree Strongly Disagree 32% 39% 14% 6% 9%
16. If I do poorly on a test or assessment, I should be able to redo or retake the test or assessment for full credit. Strongly Agree Agree Not Sure Disagree Strongly Disagree 35% 21% 15% 21% 8%
17. Extra credit or bonus points should be available to raise my grades. Strongly Agree Agree Not Sure Disagree Strongly Disagree 72% 22% 3% 2% 1%
GRADING AT ABMSN 34
18. Please indicate your grade. 6 th Grade 8 th Grade 50% 50% 19. Please identify your gender. Male Female 52% 48%
GRADING AT ABMSN 35
Appendix C2 Survey Questions and Result Summary Parent Survey These survey questions were administered electronically via SurveyMonkey
This survey is to help us understand how you feel about the grades and grading policies in the district and used by your childs (childrens) teachers. The information you provide is confidential, so please answer honestly and to the best of your ability. Thank you for your participation. Please mark the extent to which you agree or disagree with the following statements:
1. I can explain why my child receives specific grades in their classes. Strongly Agree Agree Not Sure Disagree Strongly Disagree 17% 63% 13% 6% 1% 2. Teachers give my child the opportunity to retake test in their classes. Strongly Agree Agree Not Sure Disagree Strongly Disagree 3% 26% 41% 26% 4% 3. Teachers give my child the opportunity to redo assignments in his/her classes. Strongly Agree Agree Not Sure Disagree Strongly Disagree 5% 40% 31% 22% 2% 4. My childs grades fairly reflect his/her achievement. Strongly Agree Agree Not Sure Disagree Strongly Disagree 15% 68% 6% 10% 1% 5. My child earns the grades he/she receives. Strongly Agree Agree Not Sure Disagree Strongly Disagree 24% 64% 6% 5% 1% 6. My childs behavior during class should be part of his/her grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 15% 46% 11% 21% 7%
GRADING AT ABMSN 36
7. The effort my child puts into his/her work should be part of his/her grade, not just having the right answer. Strongly Agree Agree Not Sure Disagree Strongly Disagree 17% 55% 14% 11% 3% 8. Class participation should be part of my childs grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 17% 56% 15% 10% 2% 9. My childs attendance should be part of his/her grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 10% 34% 12% 35% 9%
10. Practice (homework, assignments, class work) should be part of my childs grade.
11. The amount of improvement my child shows on pre and post tests should be part of his/her grade.
Strongly Agree Agree Not Sure Disagree Strongly Disagree 8% 48% 27% 15% 2% 12. Tests should be the primary basis for my childs grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 2% 14% 10% 56% 18% 13. My childs academic achievement should be the only thing considered in figuring his/her grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 1% 19% 24% 50% 6%
14. My child should receive a 0 for missing work not turned in.
Strongly Agree Agree Not Sure Disagree Strongly Disagree 15% 54% 13% 16% 2% GRADING AT ABMSN 37
15. If my child turns an assignment in late, he/she should receive a reduced grade for this late work when it is turned in. Strongly Agree Agree Not Sure Disagree Strongly Disagree 14% 70% 7% 8% 1% 16. If my child does poorly on a test or assessment, he/she should be able to redo or retake the test or assessment for full credit. Strongly Agree Agree Not Sure Disagree Strongly Disagree 6% 31% 18% 39% 6% 17. Extra credit or bonus points should be available to raise my childs grades. Strongly Agree Agree Not Sure Disagree Strongly Disagree 33% 54% 9% 4% 0%
18. Please identify your gender. Male Female 17% 83%
19. My child has and IEP or 504 in place. Yes No Not Sure 15% 62% 23%
GRADING AT ABMSN 38
Appendix C3 Survey Questions and Result Summary Staff Survey These survey questions were administered electronically via SurveyMonkey
This survey is to help us understand how you feel about the grades and grading policies of your teachers in your classes. The information you provide is confidential, so please answer honestly and to the best of your ability. Thank you for your participation.
Please mark the extent to which you agree or disagree with the following statements:
1. Please identify your gender. Male Female 29% 71%
2. I give students the opportunity to retake test in my classes. Strongly Agree Agree Not Sure Disagree Strongly Disagree 20% 27% 9% 37% 7% 3. I give students the opportunity to redo assignments in my classes. Strongly Agree Agree Not Sure Disagree Strongly Disagree 27% 57% 3% 10% 3% 4. My grades fairly reflect students abilities. Strongly Agree Agree Not Sure Disagree Strongly Disagree 30% 57% 10% 3% 0%
5. Tests should be the primary basis for a students grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 0% 30% 3% 47% 20% 6. Students behavior during class should be part of their grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 7% 33% 24% 26% 10%
GRADING AT ABMSN 39
7. Effort should be part of a students grade, not just having the right answer. Strongly Agree Agree Not Sure Disagree Strongly Disagree 10% 77% 3% 7% 3% 8. Class participation should be part of a students grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 7% 57% 27% 10% 0% 9. Attendance should be part of a students grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 10% 33% 7% 47% 3%
10. Practice (homework, assignments, class work) should be part of a students grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 47% 50% 0% 3% 0% 11. The amount of improvement on pre and post tests should be part of a students grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 7% 20% 36% 30% 7%
12. Approximately what percentage of a students final grade is based on summative assessments (tests). Given the following ranges:
50%-60% 60%-70% 70%-80% 80%-90% 90%-100% 10% 10% 3% 0% 0% 13. Academic achievement should be the only thing considered in a students grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 3% 13% 27% 54% 3%
14. Students should receive a 0 for missing work. Strongly Agree Agree Not Sure Disagree Strongly Disagree 43% 47% 3% 7% 0% GRADING AT ABMSN 40
15. Late assignments should receive a reduced grade. Strongly Agree Agree Not Sure Disagree Strongly Disagree 24% 67% 3% 3% 3% 16. If a student does poorly on a test or assessment, he/she should be able to redo or retake the test or assessment for full credit. Strongly Agree Agree Not Sure Disagree Strongly Disagree 3% 10% 4% 60% 23% 17. Extra credit or bonus points should be available to raise students grades. Strongly Agree Agree Not Sure Disagree Strongly Disagree 13% 47% 10% 23% 7% 18. What content area do you primarily teach? Language Arts Math Social Studies Science Electives 26% 24% 17% 13% 20%
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