-+Fixes+for+Practices+that+Distort+Achievement+-+Discussion+led+by+Agata


 * A Repair Kit for Grading: Ch. 2 (Fixes for Practices that Distort Achievement)**
 * by Ken O’Connor**

O'Connor, Ken (2007). //A Repair Kit for Grading: 15 Fixes for Broken Grades//. Portland, Oregon: Educational Testing Service. 19-49.


 * DISCUSSION QUESTIONS:**
 * 1) Which of these techniques do you use/would you feel comfortable using in your practice?
 * 2) Which of these techniques do you see as most problematic for teachers’ practice?
 * 3) In your school, are grades reflective of students’ achievement? If so, how? If not, why not?
 * 4) Could any of these techniques be more/less relevant to either elementary, secondary, or post-secondary institutions? How so?
 * 5) Do you find it problematic that most schools and districts have varying policies on assessment procedures? How does this affect students as they reach the various levels of education - elementary, secondary, and post-secondary?


 * //SUMMARY//**


 * Fix #1: Don’t include student behaviours (effort, participation, adherence to class rules etc.) in grades; include only achievement**
 * The most accurate way to record grades is when they are solely a measure of the student’s performance in mastering the skills, learning concepts, and learning goals of the state/province/district/school. Otherwise, grades are “broken” (p. 19).
 * Grade inflation has resulted from teachers including marks for behaviour that are unrelated to achievement; also, grade deflation occurs for students who achieve at a high level but fail to exhibit the particular behavioural/effort skills we expect. Both of these situations pose dangerous problems at the high school level, where many students are vying for scholarships and entrance into post-secondary institutions
 * Traditionally, teachers include variables such as behaviour and effort into grades because they have little or no ways to communicate behaviour successfully. Also, including behaviour works as extrinsic motivation for students to complete work on time, etc.
 * Three main examples of reporting on student effort separately from achievement have been included: Ontario’s provincial high school report card, Winnipeg’s Gr. 7-8 report card, and Hawaii’s GLO’s (General Learner Outcomes).
 * It is a good idea to get students involved in assessing their achievement and behaviours by identifying the work habits they should be striving for and setting goals indicating how they will get there.
 * If we don’t have an effective system for evaluating behaviour separate from achievement, then grading remains inconsistent and “the meaning of grades will vary from classroom to classroom, school to school” (p. 25).


 * Fix #2: Don’t reduce marks on “work” submitted late; provide support for the learner**
 * Taking off “late marks” on a student’s assignment is an inappropriate way to deal with tardiness, as the mark for the student’s actual achievement and knowledge of the subject will not be differentiated from the penalty due to their behaviour.
 * We obviously want students to hand their work in on time, but there are better ways to go about the issue than what has traditionally been done.
 * Reasons to take off “late marks”: to continue the course at an appropriate pace, where all curricular needs can be met; communicate a fairness to all students, where everybody has an equal timeline.
 * There are four main problems with the above practice: 1. This distorts the representation of the student’s true achievement. 2. This can motivate the exact opposite behaviour of what we’re striving for - students may see that their assignment is so late, there is no point in completing it. 3. Penalties on late work often do not alter the student’s behaviour; if they hand in an assignment late, this probably won’t be the last time - it is usually indicative of their general work ethic. 4. Having absolute deadlines for everything does not always prepare students for the “real world.” There are many jobs where deadlines are negotiated - real estate, legal matters, contractors, consultants.
 * We should, instead, promote a healthier, more authentic policy where students are encouraged to have input into their timelines, and thus, ownership. If a student cannot meet a timeline they set out for themselves, then the teacher should encourage the student to acknowledge the lateness and request an extension or suggest other appropriate consequences.
 * Some may view this idea as “too soft”, but in this way, we will not distort achievement or motivation.
 * Teachers need to remain positive and provide support for students who tend to hand in work late
 * Teachers should communicate achievement separately from behaviour. For example, “If Rory is a brilliant writer who always hands assignments in late, both aspects are hidden in a C or a D. But if she gets an A and the report says, “Brilliant writer, but always late,” then we have accurate information. A daily newspaper or an advertising agency may not want to employ Rory but she may be perfect to write features in a monthly magazine or as a novelist or playwright” (p. 29).


 * Fix #3: Don’t give points for extra credit or use bonus points; seek only evidence that more work has resulted in a higher level of achievement**
 * Especially when extra credit work does not demonstrate achievement of specific academic standards, grades are “broken as a communication tool” (p. 31).
 * Grades should identify students’ level of knowledge of a particular subject; if we simply add on meaningless numbers to appease students’ and parents’ wishes for a higher grade, then we are distorting the true percent of achievement.
 * Bonus marks potentially give student the idea that more work is better, rather than focusing on achieving higher level of standards.
 * Extra credit marks motivate students extrinsically
 * Bonus marks should not be just points added to a total; If students are able to show that they understand or can comprehend at a higher level than their current grade reflects, then they should have the chance to demonstrate that.


 * Fix #4: Don’t punish academic dishonesty with reduced grades; apply other consequences and reassess to determine actual level of achievement**
 * Typical response to academic dishonesty is assigning a “0” for that particular test or assignment; this is an example of a “broken grade”, once again, because it does not accurately report on student achievement.
 * Academic dishonesty should have clear behavioural consequences and should require the student to re-do the assignment or test without plagiarizing or cheating, in order to record an accurate grade for achievement.
 * We need to learn: how to prevent academic dishonesty, and what to do about it when it occurs.
 * In the past, we have tried to scare students by sustaining consequences such as loss of credit, suspension, or expulsion. However, academic dishonesty is still prevalent despite these efforts.
 * Archbishop Macdonald High School in Edmonton, Alberta served as the main example for academic dishonesty policies in this chapter. They have very clear definitions, prevention tips, and consequences for academic dishonesty within their school.
 * Archbishop Macdonald High School’s primary behavioural consequence for academic dishonesty is suspension from all extracurricular activities. This would only be a significant consequence for the active and engaged students within the school; otherwise, it has little bearing.
 * A way to involve students in the process is to have them submit a written proclamation to all assignments, stating that they have not plagiarized or cheated. This will not prevent academic dishonesty from transpiring, but it might make students more reflective about what academic dishonesty is.
 * Studies show that it is detrimental to use grades punitively. When used as punishments, students see grades as meaningless indicators of their achievement. This leads to a loss of respect for the evaluation system.


 * Fix #5: Don’t consider attendance in grade determination; report absences separately**
 * Absences should be reported separately from grades; grades should be determined solely by achievement - on what students know, understand, and can do.
 * Most students need to attend classes regularly in order to achieve. In addition, many classes, such as PE, Drama, and Music are highly dependent on students’ attendance in class. Moreover, these types of classes often have out-of-school activities that must be attended in order to complete certain tasks (attend a concert or play, for example). Therefore, attendance is truly important.
 * There should be consequences for students who miss classes for unexcused reasons. We must also be aware of students/parents who are “creative” with their excuses (lying about why they were away).
 * Consequences should not be the same for a student who legitimately misses class, and another student who skipped class.
 * Consequences should be behavioural, not grades-based.
 * For classes such as drama or music, where out-of-class attendance is required, there might need to be a school policy in place, stating that all students are required to attend.


 * Fix #6: Don’t include group scores in grades; use only individual achievement evidence**
 * All determined grades should come from individual evidence of achievement.
 * Cooperative learning, or working in groups, should be considered a learning tool, not an assessment tool. Therefore, learning activities that occur in groups are best considered as formative assessment rather than summative assessment.
 * After students work in groups, teachers can assess students individually to find out what they know, understand, or can do post group process. For example, an essay response based on the group activity, a test on the content of the group activity, teacher monitoring of activity work.
 * O’Connor uses Spencer Kagan’s “Seven Reasons for Opposing Group Scores”: 1. Are not fair. 2. Debase report cards. 3. Undermine motivation. 4. Convey the wrong message. 5. Violate individual accountability. 6. Are responsible for resistance to cooperative learning. 7. May be challenged in court.
 * O’Connor says that numbers 5 and 6, above, are most important.