FIAE+Chapter+12+Block+1

Synthesis FIAE C12 B1


 * **Names** || **Abstract** || **Reflection** ||
 * Archambault Michael || Chapter 12 of FIAE deals with the two grading scales: 4.0 and 100. FIAE analyzes each scale and points out the pros and cons of each. The 100 point scale allows the teacher to be more nit picky with fine points. It is a more precise way to grade. The 4.0 scale can leave a grade up for debate, but could also be a more precise way to grade. The 4.0 scale requires a much more precise criteria, and the 100 scale grades more on correctness than process. A hybridized scale could also work. || I'm not really sure which way I am going to grade as a teacher. I have much more experience with the 100 point scale, and I feel that you can use the checklist/rubric that you would use in a 4.0 scale in the 100 pointer. I see myself doing what the department head wants me to do, but I will still have an issue grading. I like the flexibility of the 100 point scale, because it allows me to give 2 students who are close in knowledge but maybe not in other things to have the same letter grade, but a different percentile, which is important for me to assess. ||
 * Audy Melissa || The 12th chapter of Fair Isn’t Always Equal discusses the difference between the two most commonly used grading scales—the 4 point scale vs. the 100 point scale. The chapter praises the 4 point grading scale in the way that it helps teachers observe mastery over numerical grades. With the 100 point grading scale, the book states that teachers tend to get caught up in the mathematical justification of assigning grades, rather than observing for mastery. The author also notes that on the 4 point scale, it is far easier for teachers to be consistent with grading--an A in one class could be more like a B in another, however with the 4 point scale being so limiting, teachers are more likely to have similar ideas of what meets the standards and what does not. The authors continue to note the pros of switching to the 4 point scale, pointing out the many ways in which it simplifies the grading process. || I find that I slightly agree with this chapter. The 4 point scale would seem to remove a lot of bias and other negative factors that sometimes come into a grading situation. Yet at the same time, the 4 point grading scale nearly seems limiting. Essentially, I do think I like it more. In my high school, our grades were so numerically focused, and here at college, all I see are letter grades which fit into the four point scale. Through this experience, I think the 4 point scale does encourage mastery over competing for grades. Another thing this chapter reminded me of was one of my students in practicum. He received an 88 on an assignment I had graded for him, and was not happy. When I pointed out that this was a B+ his attitude changed a bit, yet he was still so concerned as to how its numerical value would affect his grade. Taking the focus off of the numerical value of grades would be a great benefit within any school setting. ||
 * Boulter Elizabeth || This chapter was about grading scales and the two most common ones used- the 100 point and the 4 point scales. The one hundred point scale is obviously larger and lets students choose more of their grade. The 100 point also leaves more room for error by the teacher. The 100 point system has a broader base and has much more breathing room whereas the smaller scale gives little room for variance. Small differences make a huge change in the small scale and the smaller one is much more precise. The smaller one require a more specific field with clear criteria where there is some breathing room in the larger one. There is a downfal with the larger scale and that happens when teachers get too caught up with the grade and the material and is not focused on the learning and mastery that the 4-point scale better reflects. || I feel like I don't have enough experience to make a judgment call on this one. I tend to prefer the 100 point scale but that might just be because that's the one my teachers have always used and I am familiar with it. I feel like I get more specific feedback and a more specific grade with the 100 point scale....but i do feel like teachers are too stuck on the numbers with this scale. What if I am 1 point away? all the work...and no A...all because of one point....does that really show what I have learned? No. ||
 * Brown Ryanne || In this chapter, the author is assessing the use of two different grading scales, the 4-point scale and the 100-point scale. Both grading scales seem to have the same standards for high and acceptable grades. However, when it comes to the lower grades, the scales begin to differ. The chapter suggests using rubrics in the majority of our assessments to keep the grades accurate, and gives many reasons why regular point scales do not seem as effective as using rubrics that have minimal points allotted. The chapter also gives light to the way that teachers do not hold any student’s past performances against them for current work grading. Another important point the chapter makes is the ineffective use of nonacademic factors for academic grading. || Before this chapter, I never honestly considered the differences between grading scales and how that can affect students overall grades throughout school. I can imagine that it would be incredibly difficult for students to adjust back and forth to constantly changing grading requirements in comparison to being confident in a consistent rubric throughout classes. Also, not including nonacademic factors in academic grading makes perfect sense, but I’m sure will be harder than it sounds. I wonder if the author would consider participation or effort a nonacademic factor? I suppose taking away those elements would make grading the actual product much more simple and straight forward. ||
 * DePue Margaux || Chapter 12 talks about different grading scales and why some are better for certain assignments than others. The 100 point scale, which focuses more on whether an answer is correct or not, and the 4.0 scale, which focuses on specific criteria, are two systems used for grading. Smaller scales are better because there is less room for distortion in the grades that could be based on inconsistencies in student work or on a teacher's view of one of their students. Rubrics are a great way to grade on a smaller scale since they are specific in criteria and give students plenty of chances for success, but are very time consuming and take lots of time to revise and master. The book states that the difference between high and low letter grades does not matter in terms of mastery and that teachers should not bother making these types of distinctions unless they are attempting to rank students, which is neither positive nor purposeful. If teachers concentrate on how they grade, parents will also become more focused on whether or not their children meet standards and criteria rather than just their grades. The more feedback a teacher gives, the more beneficial it is to the student. || Though the book has some great points on how to assess students and with which scale, I feel that there is a skewed perspective of the 100 point scale that is conveyed in this chapter. I have never had a math teacher give me a zero on a test just because I did not get the correct answer. They would take a few points off, but I would still get a decent score. The 100 point scale is easier for students to understand as long as teachers are consistent with how they grade. Rubrics are a good way to grade, though they take a lot of time to develop and revise, so they cannot be used for every single assignment. I do agree that the more feedback given to a student, the better their work will become and they will be able to master more of the material with ease. ||
 * Dunne Kaisha || Chapter 12 titled Grading Scales in the book Fair Isn’t Always Equal talks about the different grading scales teachers can use.The books says that there are two basic types of grading scales. The 100 point scale and the 4 points scale. These are two varying methods on grading each with weaknesses and strengths all their own and this chapter discusses those weaknesses and how it is important for a differentiated instructor to look at them, and decided critically which is best for their class. Any class that adds up all the points and gives you a percentage falls under the 100 point scale, because it is giving you a percentage. In here they discuss that the 100 point scale is not good because if you are .01 away from an A and the teacher does not give you the A it does not reflect mastery very well. The book prefers the 4 point scale because you can look more at mastery of the subject and grade with respect to that more than grading with respect to how many answers the student got correct. The 4.0 scale is more detailed because it includes rubrics and has much more defined standards || I think that I would stick to the 100 point scale, because its a little easier to understand and students will be used to it. It's interesting to look at both of them. I want to know more about how it said that it depends on the school district; I would love to talk about that more. ||
 * Hudson Kimberly || This chapter talks about the two different grading scales that are most commonly used in school. They are the 100 point scale and the 4.0 scale. The 4.0 scale refers to the collective group of smaller grading scales, including 3.0 and 5.0. The 100 point scale refers to any scale in which a percentage is obtained. The smaller scale that we use means that an A in one teacher’s class is also an A in another’s. However, the 100 point scale is more subjective. It is easier for teachers to use numbers for non academic factors and hide observations of mastery in the grade. However, it is concluded that a mixture of both is what is needed. This can be done by using rubrics. || I find it interesting that schools should really use both of these scales instead of one. In my high school we only used the 100 point scale and it didn’t really give any feedback. If my teachers had used a rubric with the 4.0 scale that then translated into the 100 point scale, that would have been much more helpful. I also think that it’s easier to show where a student has achieved mastery. I also agree with the fact that the minus symbol should be taken out of the grading system. ||
 * Korn Shauna || This chapter discussed the different grading scales that are used and why certain scales are better used for certain activities or assignments better than others. For small scales teachers need to make sure that they know what they want exactly from students, because it is such a small scale and little errors that the students make can affect their grade significantly. The more specific the teacher is with a rubric or another outline, the better the chance of the student succeeding with the assignment. On the other hand there are also larger scales which go over 100 points and allow students to choose what grade they want by the amount of work that they do, but is not as specific as a scale that is up to 100 points. The chapters also expresses that teachers should give assignments and grade them on the learning that takes place. Too often teachers grade on material that really doesn’t pertain to seeing if the students have learned anything or if its all just for a grade. The 4-Point Scale allows students to see what is expected of them to learn and goes along with backwards planning. This type of teaching is best. || I think that this chapter was really important for teachers like us, because we will be new to the game and will really need to know the little things that can benefit students in a positive way. I think that knowing the difference between the different ways of grading gives us new teachers a peek at what would be the best way to run our classroom and what grading elements we will chose to use in our classroom. I know from being a student that I like classrooms that supply you with a scale that is larger than a hundred and give you an outline of the things that you can do over the semester to get the grade that you want. This type of grading for me worked really well and it can always be altered for those that need a set date to get things in by. ||
 * LaRose Rebecca || This chapter showed that there were many different ways to grade. It is sometimes difficult to make sure that an 'A' in one class is the same 'A' that is being attained in another. When used appropriately and correctly, a rubric can do wonders for this problem. The 100 point grading scale is one of the most common and is used in conjunction with a percentage. || This chapter was very interesting. Although i take all of these into consideration, I still want to make my class a points possible system. I think that large projects should be worth as much, and obviously so. When a project is weighted at 23% of a grade it's not always apparent how important the grade is. But if it were worth 500 points, students will understand how much the product is worth. ||
 * Murphy Amber || Chapter 12 assess the different types of grading scales and how the different grading scales can be used in different situations. The most common grading scale is the 100 point grading scale which is done on a percentage and there is a right or wrong answer to each question whereas the 4 point grading scale grades more or less the accomplishment or the mastery of the information. The benefit to the four point scale is that it is easier for teachers to compare because when a student earns and A in one class other students can earn that same A in another teachers class whereas with the 100 point scale it is slightly more difficult. The 4 point scale makes it easier for teachers to use rubrics and grade students directly on the product compared to subjectively giving the student a grade. || I find it interesting that schools use the 100 percent scale more often then the 4.0 scale or that it is more common then the 4.0 scale. The 4 point scale makes sense and seems to be easier to grade projects and assignments. I believe that it is easier as a teacher to explain a students grade if there is an exact rubric and you can explain where a student did well and where a student could improve. ||
 * Nieuwkerk Hannah || This chapter pushed the usage of rubrics rather than the typical 100-point scales. Rubrics with 4, 5, or 6 point scales (if used correctly) will make an ‘A’ in one class be equal to an ‘A’ in another class with a different teacher. And they also avoid the individual distortions, which always happens on quizzes and test, one student will have 3 points taken off for the same mistake that another student only had 1 point taken off for. The rubric clearly states the criteria and this keeps both the student on task for writing the paper, and also the teacher for grading and giving feedback to the student. The focus is more on the learning and not the grade. It is argued that teachers cannot give an effective grade by using only a 4, 3, 2, or 1, but the truth is that it avoids ‘splitting hairs’ and gives an overall, more accurate grade, and also avoids the practice of giving grades such as A-, B-, C-, or D-. These ‘minus’ grades emanate a message that says to the students that their work was bad, but not bad enough to go down to the next letter. Teachers should just give the B, not the B-. || This idea of using rubrics most of the time and the 100-point scales less is very new to me. I think that many teachers can use this idea and use it successfully, but as a math teacher, rubrics can be a little more challenging. What about giving tests? I can see if a student got through most of the process and then made a mistake, I would give them a ‘3’ or something like that, but I still feel that it would be a little odd and take some time getting used to. It is also important to use 5 or 6 point scales because students will immediately associate an ‘A’ with 4 points, ‘B’ with 3 points, ‘C’ with 2 points, etc… My favorite aspect of using rubrics is that the content is more focused on than the actual numeric grade. ||
 * Scheffler Erich || This chapter was about different grading scales. Some examples they gave were the standard 4.0, used mostly for grade point averages, and the 100 point scale, used for tests, quizzes, etc. The book talked a little about how teachers can give students grades using the 100 point scale, but keep their grade book in a 4 point scale. The book then gave some example grading scales from different places. It also talked about how some districts do not have the minus grades. || I thought this chapter was very interesting. I prefer the 100 point grading scale, because that is what I am used to for tests and things of that nature. For a project, I don’t mind using a 4 point scale if there is a rubric, because then you know exactly what to look for when grading. I didn’t like the grading scale the author said was from his district because I thought it was too harsh. I also think it’s weird that the author mentioned that some districts don’t have the minus grades. Do those districts have the plus grades? If they do, I think that’s extremely hypocritical, and if they get rid of one, they should get rid of them both. ||
 * Simoneau Andrea || Chapter 12 talks about the different grading scales. It argues that the 4.0 grading scale trumps the 100 point grading scale, on the argument that the 100 point grading scale is far more subjective and allows teachers to "fudge" numbers to justify a grade. The 4.0 scale allows clean, easy mathematical calculations to determine grades. The book provides a correlation scale between the 100 point scale and the 4.0 scale. It again attacks the GPA, however, and the importance placed on the GPA. It decries the use of "minus" grades, arguing they just make students feel bad about themselves. || I don't think this chapter was very fair toward the 100 point scale. At one point the book argues that using the 4.0 scale allows for use of rubrics. Why is this not possible with the 100 point scale? Just have five categories (ABCDF) instead of four. The criteria are not affected. The book also offered no good points of the 100 point scale. If its so terrible, why has it been in use so long? It must have some good points. It also seems to me that the 4.0 scale is too objective. It doesn't allow for teachers to make a judgement about a student's grade. If a student's grade was on the fence on a 100 point scale, wouldn't the teacher do well to take the student's character into consideration when making that final call? Personalize the grade? Or would that open teachers to accusations of bias? The book addresses none of these questions. ||
 * Stevens Newcomb || This particular chapter presented the argument of a cumulative grade versus a grade point average. The grade point average is a nice small number that looks for a specific grade. This method, however, does not allow for any room in weighing some grades like tests and homework. The cumulative score allows for flexibility in giving grade percentages but can also allow for unnecessary grade inflation. Both methods can be useful: for example, many rubrics are graded via grade point average. Both methods of grading should be used at the teacher’s risk.  ||  I would personally try to integrate both methods: one way of doing this is by using rubrics to use the grade point average and keep score of all of the rubrics throughout the year by adding them up. Many of my teachers used this method when they taught. I was actually told, when I was in high school, that colleges would use a cumulative point system and so many of my teachers, especially science, used this method. I would personally use this method at my own risk. As far as a grade point average goes, I will let the office deal with that format of grades because colleges often calculate a grade point average from a student’s percentage grade.  ||