Teachers' Opinions on Fair Assessment Methods in Education
In a recent report by the Fordham Institute, a nationwide survey of teachers revealed insights into the prevalence of equitable grading policies in K-12 classrooms. The study, conducted using RAND American Educator Panel data in the fall of 2024, aimed to shed light on this growing topic.
Grading practices have been under scrutiny as graduate schools, professional development administrators, and teachers question inherited grading methods. The report found that middle schools are more likely to have policies of unlimited retakes, no late penalties, and no zeroes, compared to their counterparts in elementary and high schools.
Approximately half of the teachers surveyed reported that their school or district has adopted at least one equitable grading policy. A quarter of all teachers said their school or district had adopted each of the following three policies: unlimited retakes, no late penalties, and no zeroes. However, only 2% of respondents reported that all five equitable grading policies had been adopted. About 36% of respondents reported adopting more than one equitable grading policy.
Equitable grading separates academic from behavioral performance, with other policies including establishing clear rubrics to determine when students have mastered a skill or concept, and reporting student behavior separately from class grades.
Skeptics argue that equitable grading can compromise rigor and lead to grade inflation. Some respondents expressed concern about students feeling entitled to points for nothing and the limited acceptable grades being A-, A, and A+. On the other hand, more teachers thought incorporating participation or homework into grades can encourage student engagement.
Interestingly, 80% of teachers of color and 80% of teachers in schools that serve mostly students of color found "giving partial credit for assignments never turned in" harmful, which is notable given equitable grading's bias-resistant design.
The Fordham Institute's survey was limited to just five equitable grading policies due to space constraints. The policies of "equitable grading" prioritize summative over formative assessments.
As more people question inherited grading practices, Feldman, a prominent figure in the education sector, feels optimistic about the future of grading. The report's findings suggest a shift towards more equitable grading policies, offering a possibility to improve the current system.
However, it's important to note that there is no specific publicly available information indicating that any particular schools or school districts in Germany have fully implemented an "equitable grading" policy as of now.
Advocates and critics of equitable grading policies perceive the purpose of grading differently. Traditional grading focuses on motivation as compliance, while equitable grading emphasizes motivation as personal responsibility.
In conclusion, the report by the Fordham Institute provides valuable insights into the current state and future direction of grading practices in K-12 classrooms. As more schools and districts adopt equitable grading policies, the potential for a more equitable and effective grading system becomes increasingly apparent.
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