Is this fair grading?

Question

I plan on making "logs" worth 20% of the overall term grade in my 10th grade English class. I am THINKING of just "grading" them collectively weekly. The plan is to offer 0-2 points for each set: 2 if all are completed well, 1 if all are just completed, 0 if any are missing.

I want to cover expressive logs, reading logs, writing logs, and language logs (grammar and style), which means I might have 3 one week and up to 10 the next.

This will be a starter and occasionally class work or homework.

Is this a fair system? What can I do to make it better?

Part of the reason for keeping it 0-2 is that I would have 10 sets per term, thus making grading clear and calculable for both me and students.

Answer 1

I would stretch the scale a bit, but not 1-10. Either 0-3 or 0-4. I think it is a great idea. It doesn't sound so intimidating like "A" or 100%. For those who want to succeed but know there is always that "smart kid" in the class, it feels more reachable. For the students who always do poor, this class will make it clear that it is because they gave it no effort.

Answer 2

I like the 0-2 grading, but maybe make it per log rather than the set? That way it is more equivalent since the set will vary week to week. I would say that if you were going to have the same amount weekly, then a set grade would be okay. Also, with different types of logs being used, you will have different criteria for what makes it completed "well" and if the student is completing one type well but not another, you need to be able to distinguish that. If you did a set grade, that is not possible. Though a set grade is definitely easier, I would suggest grading each log separately; but you could still use the 0-2 point scale. Just my opinion with the dramatic difference in numbers and types of logs. By the way, I think having the students do logs is an excellent idea! You could make it a journal and just have the varying types of assignments maybe.

Answer 3

It sounds like a good system to me, though you might want to consider giving them a 0-10 rating, rather than a 0-2. Borderline 1-2's might be better expressed by stretching the scale a bit... 10 for above-and-beyond work, 9 = A, 8 = B, 7 = C, 6 = D work, 5 = F but trying, and 0 = student didn't complete the work. This way a student can't slack off for half the term, get 2's on the rest and average a passing 1-grade.

Answer 4

If it is going to be 20% of the grade I think you need to decide exactly what it is going to be used for i.e. the starter, class work, or homework. Otherwise when parents start to ask about how to improve the "log" grade you don't have to sit there and say something undefinable like "well they just need to complete it more thoroughly" when if it's homework they have all the time in the world to complete it but if it's a starter and it's "expressive" and they're not a natural writer they will have a horrible time completing it.

I've always felt that each portion of the grade should lend itself towards different strengths. The test and quiz portion lends itself to people with good test taking skills. Homework assignments to people who are methodical and organized. Writing assignments to people who are expressive. It gives everybody a place to shine. Your grading scheme of 0-2 will only work if you are an extremely objective person and have written out the objectives completely beforehand and explained them to the kids. Seems like a lot of work for the teacher for only 20% of the grade. If you set yourself up with too much to do you will start to do it shoddily. I've seen it happen.

Answer 5

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