1. Grading Practices:
Reflective Conversations with
Educators
Collaborative Conference on Student Achievement
March 2015
Presenters:
Mrs. Jan King (NCDPI) & Dr. April Spencer (WRESA)
3. Our thinking…
• Our customers deserve to know what a grade
means.
• Grades are more transparent than ever
before. So, what they mean should be clear.
• A leader’s philosophy on grading practices
should not be a mystery.
• Common sense is not always common.
4. Our thinking…
• Our customers deserve to know what a grade
means.
• Grades are more transparent than ever
before. So, what they mean should be clear.
• A leader’s philosophy on grading practices
should not be a mystery.
• Common sense is not always common.
5. Our thinking…
• Our customers deserve to know what a grade
means.
• Grades are more transparent than ever
before. So, what they mean should be clear.
• A leader’s philosophy on grading practices
should not be a mystery.
• Common sense is not always common.
6. Our thinking…
• Our customers deserve to know what a grade
means.
• Grades are more transparent than ever
before. So, what they mean should be clear.
• A leader’s philosophy on grading practices
should not be a mystery.
• Common sense is not always common.
23. Lynn Canady’s Work on Averaging
“Averaging is not typical of the working
world;
for example, we do not average praxis
scores when teachers re-take tests
or
when lawyers re-take the bar
examination.”
25. From the NC Code of Ethics:
Which statement is truly found there?
1. Educators have academic freedom to assign grades to
students based on an approved system of the educator’s
choosing that is fair and research-based.
2. The educator evaluates students and assigns grades based
upon the students’ demonstrated competencies and
performance.
3. Educators routinely communicate student progress using
progress reports and report cards to inform parents and
guardians of student performance.
26. From the NC Code of Ethics:
Which statement is truly found there?
1. Educators have academic freedom to assign grades to
students based on a personal system of the educator’s
choosing that appears fair and research-based.
2. The educator evaluates students and assigns grades based
upon the students’ demonstrated competencies and
performance.
3. Educators should routinely communicate student progress
using progress reports and report cards to share grades with
parents and guardians.
