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    Chapter 11 Assignment - Grace Bramlage 1

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    The author outlines their grading philosophy which focuses on both the process and product of student work. They will accept late work with penalties to encourage completion while still discouraging missed deadlines. Extra credit will require additional effort on enriching projects. Formative assessments can be retaken, while summative exams like finals cannot. The grading policies aim to teach students implicit lessons about knowledge, learning, and effort being required to pass the course.

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    Chapter 11 Assignment - Grace Bramlage 1

    Uploaded by

    api-506366875
    26 views3 pages
    The author outlines their grading philosophy which focuses on both the process and product of student work. They will accept late work with penalties to encourage completion while still discouraging missed deadlines. Extra credit will require additional effort on enriching projects. Formative assessments can be retaken, while summative exams like finals cannot. The grading policies aim to teach students implicit lessons about knowledge, learning, and effort being required to pass the course.

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    chapter 11 assignment - grace bramlage 1

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    The author outlines their grading philosophy which focuses on both the process and product of student work. They will accept late work with penalties to encourage completion while still discouraging missed deadlines. Extra credit will require additional effort on enriching projects. Formative assessments can be retaken, while summative exams like finals cannot. The grading policies aim to teach students implicit lessons about knowledge, learning, and effort being required to pass the course.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    26 views3 pages

    Chapter 11 Assignment - Grace Bramlage 1

    Uploaded by

    api-506366875
    The author outlines their grading philosophy which focuses on both the process and product of student work. They will accept late work with penalties to encourage completion while still discouraging missed deadlines. Extra credit will require additional effort on enriching projects. Formative assessments can be retaken, while summative exams like finals cannot. The grading policies aim to teach students implicit lessons about knowledge, learning, and effort being required to pass the course.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    1

    My Grading Philosophy by Grace Bramlage

    There are three goals on which you can center your grading: progress, process, and

    product. I will discuss which of these goals I will emphasize in my class, the policies I’ll

    implement to accomplish them, and the importance and outcome of these policies .

    Grading that focuses on the product looks at the end results. Progress-centered grading

    compares scores at the beginning of the course to scores at the end. Process grading emphasizes

    how much effort a student puts into the course. My grading will be a combination of the product

    and process approaches. I believe progress is important, however, a student progressing from

    97% to 98% should not be worth less than a student who progressed from 15% to 40%. Progress

    is a goal (and I believe it is a natural consequence of effort, which I ​will ​emphasize) but grading

    will not be based around it.

    My late work, extra credit, and testing policies are all based on my grading philosophies.

    When it comes to late work, I will accept late work for two weeks past the deadline; the first

    week I’ll take 15% from their grade, and the second week I’ll take 30%. I believe not allowing

    late work encourages students to give up if they fail to meet the deadline. Accepting late work

    with a penalty will encourage students to still work to complete essential assignments but also

    gives a punishment to discourage missing deadlines.

    I will allow extra credit, if a student asks for it. The project will be enriching, relevant to

    the course, and the student will have to show hard effort in order to get points. This policy goes

    towards the process aspect of my philosophy.

    In regards to testing, I will have between two and four summative assessments

    throughout the course. I’ll also have formative assessments, which students will be allowed to
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    retake. Students will not be able to retake summative assessments (especially the final which is

    typically taken on the last day of the course.) This policy contributes to the product portion of my

    philosophy. To make sure tests are fair, I’ll rescale the points in some way if the test appears to

    be too difficult based on the scores.

    Having a set grading philosophy with policies based around it is important, so your

    actions have a reason. Your philosophy can also guide you what to do through novel situations

    and ensure that your policies and actions remain consistent.

    The way you grade assignments will teach students implicit lessons. My courses will be

    based around knowledge, learning, and effort. All students should leave with an understanding of

    the material, regardless of how much they knew prior to the course; All students should know

    more ​than they did when they came in; All students should have to work in order to pass. My

    grading philosophy stems from these beliefs.

    In conclusion, my assessment philosophy is focused on the process and product of my

    course. This reflects my beliefs and objectives for the course. I have used this philosophy to

    create policies that will reinforce it, and I will continue to use it to guide my actions.
    3

    References

    Kauchak, D., & Eggen, P. (2014). ​Introduction to Teaching: Becoming a Professional​ (5th ed.).

    Harlow, United Kingdom: Pearson Education.

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