I want a culture or climate of revision and redemption for my learners. The first step is second chance testing. My learners have the opportunity to learn from their mistakes and redeem points from their struggle to learn. I am comfortable and confident in this approach to testing even when my learners’ parents struggle to understand this break from tradition. For many learners, we see immediate results in improved test scores.

I am now faced with a new struggle concerning my grading practices. After reviewing a couple of examples, I am hoping that you will comment below to give me your opinions and thoughts to help me move forward. Please? Just press post comment. It will be okay.

MC is a hard working Algebra I student. She regularly attends Office Hours with her team to work on her homework and check her understanding. She really struggled with exponential growth and decay, but she stuck with it and learned. Let’s look at her test scores:

Exponential Functions: 88

Polynomial Functions: 92

Cumulative Midterm: 96

What grade or test average would you assign this learner? Why?

FH is a great learner in class. He makes great eye-contact; he listens and asks great questions. His work outside of class is average. He really struggled with the algebra of polynomials. Let’s look at his test scores:

Exponential Functions: 72

Polynomial Functions: 52

Cumulative Midterm: 83

What grade or test average would you assign this learner? Why?

Is the average of these three grades an accurate reporting of what has been learned. Didn’t the struggle to learn more about polynomials cause this learner to continue to improve? Should he be held to that 52 when it may have helped him learn? It the spirit of revision and redemption, how can we accurately represent – with one number – what he has learned. If time is the variable and learning is the constant, what do I do with this data? How do I make an accurate report?

PK shows up and does the daily work. She regularly attends Office Hours with MS’s team to work on her homework and check her understanding. She really struggles to put it all together. She is great when the learning is compartmentalized, but when given choices, she struggles to know what to do when. Let’s look at her test scores:

Exponential Functions: 90

Polynomial Functions: 83

Cumulative Midterm: 80

What grade or test average would you assign this learner? Why?

Is there only one algorithm for computing the summary grade? Are the conditions where the algorithm could/should change to represent what is learned?

I want a culture or climate of revision and redemption for my learners. But there are deadlines, right? Should a learner be held accountable for work in January that caused them to struggle and learn? How could/should these scores be weighted?

How can one number communicate and summarize to a learner, a parent, and a future teacher what these children know and are able to do?