Ask The Grade Doctor

Question

Hi Ken.

A process begun by a Focused Learning Team centered around "15
Fixes..." a year ago is about to bear fruit in my school here in
Oregon. I and the other middle school principal in my district are
drafting a middle-level grading policy to better reflect current best
practice and the state movement toward proficiency-based grading. Our
staffs are both, predictably, balking at the "no zeroes" aspect in the
100% scale. We're not ready to go to 0-4 by fiat. So, we're looking
at the 50% solution, knowing that it's a work-around for a flawed
system, but a system which will exist in some classrooms for at least
another year. I've seen elsewhere that you seem to endorse 40% as a
floor. Can you explain your reasoning on that? It would seem to be a
bit of a capitulation to the impulse to punish students for missing
work...? Is that what it is -- a political solution to appease
recalcitrants? Or is there a more mathematical/logic reason to use
40% as the floor instead of 50%?

Thanks for your work in this area. Your book truly helped my staff
deeply reconsider their long-held beliefs about, well, everything!

Geoff Penrose

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Question

I teach science. Is it okay to read a test outloud and/or allow a student to respond verbally if the student has reading difficulties but does not have a school plan or IEP? I would not provide any additional help...just read it word for word...so I believe this is an acceptable accommodation. I am accessing what students know about the science concepts. What are your thoughts on this?

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Question

I'm having some difficulty answering this on an application. What are the best ways (pre writing strategies) that I may tackle this question and answer in a way which wows them?

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Question

I am having a hard time understanding if I am providing too much help to students. I have a student who is not self motivated so he hasn't been studying for tests or completing all of his practice work. I have had him come in to review with me a couple times prior to tests. His test scores have improved tremendously. I have teachers and administrators questioning me. Even the parents are upset that this grade does not accurately represent what (they think) he is capable of. They are saying this is what he is capable with my assistance..which won't be provided next year. Where is the line? When am I providing too much help? Is there such a thing. I feel that all students deserve to learn. Some need different paths (assistance) to get there.

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Question

Hello docter..
I'm currently
in grade 12
and im a bit
worried about
the course
that I want to
do which is
being a
medical
docter,but my
ap score was
not what I
expected it to
be. I got a ap
score of 35
I'm my march
results and
I'm worried .
Can I still
get into the
field?

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Question

My son is in 8 grader, right now he has all A's and 1 B+ which is a 87.5 percent. Why don't teachers calculate that to 88 percent. My son is trying to get Principal Medallion for 7th & 8Th grade. The teacher won't budge and give him his A. He worked really hard in math and deserves that grade to change.

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Question

Ken: I'm struggling with end dates for assignments, especially projects. I do not have a 'late' policy, so students delay turning in their workproduct. This does allow me to provide individual instruction for those who seek it. It also allows the student to procrastinate. Then they don't benefit from the extra instruction to meet the standards. Any help would be appreciated. Thanks.

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Question

My son has a English teacher who don't add all grades in ok....assetments are with 50% of his grade, homework is 25% and class work is 25%......assetments he got 721 out of 1100 home work he got 251 out of 400 and class work he got 502 out of 700 what would his grade be in this class please show me how you got the grade.....I know he need to do better and he will....or else

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Question

Previously, our district exam performance levels were set very close to the classic 90-80-70-60 percentage scale which did not account for most of the differences in content and rigor. This created a strong misalignment between district and state outcomes for students. A correlational study was done and it was found that for virtually all district exams, there were exceptionally strong relationships. With this information in hand each district exam performance level cut points were aligned to the state exams. This solved the consistency of outcome issues but created the problem of grading alignment.
Cut points on the state exams were developed by selected professionals examining the items and determining the number of essential content needed to be proficient. For example, on the Algebra I test this came out to about 58%. The test is very difficult and in our district only about 24% of the student can achieve this cut point or higher. When we aligned our 4 quarterly district algebra exams to this, the cut points averaged around 60%.
And here is the complaint from teachers: how can 60% be proficient? To them that is a D at best. I try to explain that the main purpose of alignment is to be able to use the district exams as one tool for predicting likely end-of-year outcomes so that intervention can occur earlier in the year when there is time to do so, not as the primary grading source. I can’t say the degree to which the exams are factored into the standards, strands and overall grades, since teachers vary widely in their interpretation and trust. But for most of them, Proficient is a B and 60% can’t be proficient. At secondary this is complicated by the fact that most grading software packages force teachers to enter percentages and weights to get results.
We have purchased “How to Grade For Learning” and will be starting PD very soon. This question will come up again. So, how do you recommend we proceed in providing effective feedback with regard to this issue?

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Question

Check out the link on how this assessment philosophy is being accepted around North
America
http://globalnews.ca/news/474237/camrose-parents-students-voice-concerns-over-new-
grading-system/

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Question

after teaching a month units lesson then administer an assessment and the reuslt are 45%,
92%, 76% & 83% what to do

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Question

I am having a hard time understanding your alternative consequences to assignments that are not completed at all or on time. You suggest that the students shuld help establish a consequence. Well, I'm sure that I have not been he first one to suggest that when you have a collective student body of 150 students, an educator will find it difficult to customize consequences; and, what sort of consequences do you mean? Detentions? Lunch Detentions?

Also, how do you respond to the daily reality that the "real" world is not going to accept self-imposed conseqences? And, what are you doing with those students that deliberately do not turn work in on time knowing that they have a teacher that is going to "allow" them to complete the work for full credit with a self-designed consequence? Have have been working with students for 20 years and have taught for 14. I have found that students wll rise to the level the bar is set. Rigor and relevance is the newest catch phrase. Student come in with the attitude that "I'll turn it in late because Mr. So an So allows me too". Having raised 3 children and fostered two others along with my grandchildren my evidence has proven against almost everything you have outlined in your book. Students expect to have consequences that directly align to their behavior. If you miss the assignment, you miss the points.

Can you help me further understand your point of view because I can not see myself allowing students to make my class rules. That is not to say that I do not listen to valid and reasons for late work. Sometimes, life happens. As one of my students, asked when I told them I was writing this email, "How long did YOU have to write this book?"

I am very interested in hearing your responses to my questions and concerns.

Thank You
Pamela Reddick
Patrick Henry Middle School
Woodhaven, MI 48183

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Question

Our high school has adopted grading guidelines that follow the
philosophy in your book "How to Grade for Learning". Course grades
are based upon a variety of summative assessments. Homework is
considered practiced and not calculated into the final grade. Our
teachers now say that students are not doing homework because it
doesn't count. When students do poorly on their summative assessment,
they are not allowed to redo their summative assessment until they
have completed all their "homework" and any remedial work that
demonstrates they are prepared. We are finding kids are just not
doing the remedial work. The teachers are frustrated with chasing
down students to get them to do the work, yet are afraid to let them
suffer the natural consequences of a failing grade because our state
now tracks student success in courses to a teacher. I feel like we
are playing "chicken" with the student and the students are winning in
the respect of teaching giving in and not assigning homework. We would
like to hear your thoughts on this.

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Question

Our District is in the process of implementing a 4 point alpha grade system. Within these 4 alhpha grades lies 16% points. eg; BEG=0-49, DEV=50-66, ACH=67-83, EXC=84-100 What are your thoughts on these broad levels?

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Question

We are recommending a 4-3-2-1 grading scale for grades k-12. Of
course, our Board, as well as many members of our school and local
community are concerned about the translation to a transcript. When we
contacted 26 colleges and universities they kindly shared their
viewpoints on the topic and as you can imagine, they are mixed. From,
totally understanding the reasoning for transitioning to standards
based to worry about a students scholarship opportunities. How would
you recommend translating a 4-3-2-1 scale to grade point averages, if
at all, as the main concern is scholarship opportunities aligned to a
grade point average (that was typically built on an A-F scale.

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Question

Does the grade system in USA and social promotion go hand to hand?
Does beanch mark grading and promotion system will have better results?

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Question

We are continuing our journey of reflecting, learning, and applying new grading practices and reporting throughout our school district in Indiana. We are making solid progress at the K-8 level; however, we have run into many challenges at the secondary level. Can you provide some examples of exemplar districts? Can you provide some districts that could be beneficial to speak with about a solid secondary grading and reporting framework?

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Question

My son is nine years old and in the fourth grade. He took a Social Studies test that entailed
labeling all 50 states with correct spelling. He got everything correct except for the
spelling of Kentucky (he added an "e" before the "y"). He had earned a 99%. He wanted the
100% so badly (which he told me later) that he erased the "e" and gave it back to the
teacher stating he had spelled it correctly. The teacher called me and told me what had
happened. In a nutshell, my son had cheated. When I asked him about it after school, he
admitted to it with lots of tears. He went to the teacher the next day who told him that he
should think of some consequences by third recess. At this recess, he met with her again,
and she did not ask him for his ideas but rather told him that he would be given a 59%
which is an E. This grade would drop his A to a C. She would offer him some extra credit
to earn some points back. My husband and I went to speak with her to tell her that we felt
this was a consequence that would not teach my son anything and that grades are a
reflection of what they know and shouldn't be used in this way. We also said that grades
are obviously such a huge focus that the consequence should not be grade-centered which
just adds to the problem. She said she felt that he was motivated to cheat by the grade
and that a consequence of reducing the grade would "get him where it hurts." She said the
district policy is a zero, but because he has never been in trouble, she spoke with the
principal and they agreed to give him 59% rather than a zero. Could you give me some
feedback re: this situation? What information can I be armed with as I enter parent-teacher
conferences to discuss this? Thanks.

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Question

Ken,
I work in Winchester Public Schools in Virginia and you visited us
several years ago. We are still implementing grading changes but have
had a recent change in school board members. We would like to move to
a 4 pt scale next year. I am anticipating the school board asking how
many other schools use a 4 pt scale. Could you point me in a
direction to get the answer to this anticipated question? Thank You
Jerry Putt

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Question

A co-worker just started a new practice of entering zeros on Monday for all of the week's assignments. Her argument is that this will motivate the student to complete the work. My argument is that their grade no longer reflects his/her actual ability and how well he/she completed the tasks. What are your thoughts?

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Question

If a student receives instruction at a grade level above or below his/her assigned grade level, should the report card grade on a standards-based report card be stated for how well the student meets the standards of the grade level of instruction or for the grade level designation of the student? For example, an advanced third grade student might go to a fourth grade classroom for all math instruction. Should the student automatically be reported as one who exceeds standards in math? Or should the grade reflect the true work of the student?

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Question

Ken,

We are in the process of researching different grading scales within
our school. We have narrowed it down to a 14 point scale and a 50-100
scale. Can you discuss the advantages and disadvantages of each? The
biggest complaint is that with the 14 point scale is the difficulty in
explaining the new scale to the community. Do you have any advice on
that subject?

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Question

My son is a freshman in high school and at the beginning of the year, he brought home a syllabus on the grading scale in both Algebra and Physical Science (he has the same teacher) Toward the beginning of the year, it just seemed his grades in both classes were never going up when he made "A"s on his main tests..I went to the school to talk to the teacher, and he told me he had been going by the wrong syllabus the Mah Dept. set up. His first syllabus for Algebra was 80 percent for Main Tests, 10 percent for quizzes, and 10 percent for homework. When I looked at my son's tests scores and all the homework he had done to this date, it shows he had 3 A's, 2 B's, and one D o his tests. All the other homework assignments which were about 28 assignments (which were 5 points each), he got all the points for them (A's) and 1 homework assignment he had an 80 percent, (4 out of 5 points), which was a B. Right now he is sitting at an 89 percent in Algebra. To me the grade didn't seem right. I went to talk to the teacher again, (which was advised by the counselor) and he told me he can change the grading syllabus whenever he wanted, but never gave me a definite answer. While in the mean time, I had my son transferred out of both his classes and I talked to his new Algebra teacher. He told me that the Math Dept for the school has a syllabus of 65 percent for main tests, 25 percent for quizzes, and 15 percent for homework. So with this information, I really wonder if my son's score of 89 percent is correct. His old teacher has not yet transferred his grades over to the new teacher. I talked to my son's counselor, and she said all the grades are complete and up to date and the teacher should have transferred those grades already to the new teachers. I have not seen it yet. I'm a little confused now. (since his new teacher told me what the real syllabus was for the Math Dept) And I forgot to mention that my son re-took his last test he had gotten a D on in Algebra on March 5, 2013, and if he did well on it, it should move his grade higher than the 89 percent he has. The teacher never put his new grade for that in either. The counselor said she emailed him and asked him about putting in his new score on the test he re-took, but she told me she still does not see that grade entered in the system. I'm just kind of puzzled on what his grade should be right now (before the teacher enters the new score for his re-take test) Really need help to understand this?

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Question

Ken,

What is your philosophy on allowing students in AP classes to retake summative
assessments prior to the AP exam? Personally, I believe students in all classes should
have multiple oppurtunites to demonstrate their level of understanding. If one of our
goals for AP students is to earn a three or higher on the AP exam in May; why would we
limit the students oppurtunites to demonstrate their level of understanding before they
take the AP exam? It's important to indicate that we allow students to retake summative
assessments in all of their other classes but some people believe AP classes should be
different because they provide an oppurtunity for students to earn college credit.

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Question

While we want very much to have give parents access to student progress, we are a school district that has been very slow in going in rigidly requiring teachers to post grades/student progress online primarily because we have seen too many poor grading practices re-emerge because most online grade books have an inherent rigidity to them: the ability to "average" and "weight" inaccurately, the difficulty posed in allowing students to re-do work, etc. Further, time restrictions some school districts put on teachers (e.g., "you must have 10 grades every three weeks")--we believe is not realistic for some subject areas and promotes mindless grading for no learning reason. It does not support learning and forces useless work on the part of the teacher. I could go on. Have you come across some sensible, reasonable guidelines for posting online grades that promotes good grading practices and honors the nuanced nature of teacher grading? We do not wnat to take the teacher's voice out of the grading picture and yet, we firmly believe parents need frequent access to their child's progress. I hope this makes sense. Thank you for whatever you can offer.

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Question

I have recently done a test and got 94% the total amount of questions was 36. How many did I get wrong and how do you work it out.

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Question

I just received my grades back for a few assignments in my Microsoft
Word class. I lost 10 points each on two assignments for not using
Word 2010 colors because I have Word 2013.

Now first I feel the college shouldn't be teaching outdated software
but that is a different topic.

The difference in the two colors in question is literally "green"
verses "olive green". I lost an entire letter grade because it was the
wrong shade of green. Like seriously?!?!

Should my grade be a reflection of my KNOWLEDGE (aka being able to
apply color period) or a reflection of what year / color pallet of
word I have?!?!

What do you suggest I do in this situation. I cannot stand to have my
GPA lowered over this non-sense.

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Question

I have used grading for learning as presented to us by Carol
Commodore) for the past few years. My middle school students do less
practice now than ever before because "Homework doesn't count." (We
have a 90% summative, 10% formative plan in place.) For those who are
intrinsically motivated, they do the homework every day. For those
who are not, or for those who are on the cusp, more likely than not,
the daily practice does not get done. We have a policy that retakes
can be done after all of the practice (daily work) is complete, but
that does not motivate the students. HELP!!

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Question

Hi,
Thank you for the opportunity to ask questions regarding grading issues. Our district is working on improving our grading and reporting for K-12. Elementary is going to a standards-based report card with K-2 having three (1-3) levels of academic descriptors and grades 3-5 having four levels of descriptors (4=Advance, 3=Proficient, 2=Developing, 1=Needs Support). Our secondary is going to a 4-point grading system to eliminate zeros with 4=A, 3=B, 2=C, etc. My concern is the confusion the 1-4 system may create for our parents between the elementary and secondary purposes of the numbers. I am worried that many elementary parents will try to correlate a “4” to mean an “A” since that’s what it means in secondary. Elementary numbers represent a Standards-based method of reporting and the secondary numbers represent traditional grades. So far we have two solutions: 1) A lot of education for our parents to understand the differences between elementary and secondary numbers. 2) Change the elementary levels of academic indicators and descriptors from four levels to three levels for grades K-5 (3=proficient, 2=Developing, 1=Needs Support). What would you suggest? There are advantages and disadvantages to both. Any other suggestions would also be greatly appreciated. Thank you.

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Question

My teacher uses a grading policy set forth in the syllabus that is
used in several classes in the business program. These classes are
document formatting, production, publisher, etc.

My concern is that the number of points to be gained is far less than
the number of points to be lost. The number of objectives, parts,
tasks, etc in an assignment doesn't matter. You could be asked to
change two things or change 50 things and the number of points off
remains the same.

For example, an assignment asks that you change 20 things in a word
document. Each one you do incorrectly counts off 10 points. Therefore
if you miss 5 parts you receive a 50. This just doesn't make sense.
You correctly completed 75% of the work or if the points off were
equal to points gained you completed 150 points correctly. Essentially
if you miss all the 'parts' you could hypothetically receive a
negative 100! This is insane. Please help. I have met with the
teacher, department chair, division chair, and dean and even though
they finally agree the policy is incorrect they wont change it. This
has to be illegal!!

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Question

I have B's in my grades and my tests are horrible. what would I do to
get a better grade and to get a great score on my tests?

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Question

My Daughter is averaging 83 in grade 11 of her IB program, if she
continues this trend what would her equivalent grade be under the
Ontario Secondary Schools Diploma in Canada.

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Question

In our district we use a weighted system for grading where homework/group work is
weighted at 30-35% and assessments are 65-70% depending on the department. Some
teachers put the actual points into the system (I'll call it actual) while others convert all of
their assignments to 100 points so that the grades read like a percentage (I'll call it
percentage). My dilema is that every time I do the math, it appears that the grades in the
percentage form suffer greatly when they have a missed assignment/bad performance. We
use a 45% floor, but even so the percentage way appears to be double jeopardy because
the grades are already weighted. For instance, if a homework is worth 4 points and the
student forgot it, they would get a 0. Over the grading period there will be many attempts
to "recover" those 4 points, but in the percentage approach the student is trying to recover
100 points. Another way of looking at it is in the form of eating pizza. If person Actual
orders a small and person Percentage orders a large and both pizzas are cut in 8 pieces. If
they both eat 4 pieces, it is true that they both ate 50% of their pizza; but Percentage
would have to work out a lot more to burn off the extra calories consumed ("recover the
lost points"). My question is, am I off base with this thinking? Can you help with another
explanation if I am on the right track? My administrators still aren't convinced that it
matters, even though I have shown them the math. Thanks

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Question

Hi I wanted to ask if i get 7 A+'s and 1 F what would my letter grade
be.

Thanks

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Question

Brandon correctly answered 24 out of 32 problems
On his first math test. What percent did he get
Correct?

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Question

: An instructor mistakenly gives credit for a wrong test answer. The
student tells her. Should the instructor deduct the points when the
student informs her of the error? Make a utilitarian argument that the
instructor should not deduct the points

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Question

I'm an experienced teacher who is new to standards-based assessment and reporting. Without any training provided here I'm struggling with a couple concepts. We use 4 levels (Advanced, Proficient, Approaching, and Below)to report learning to parents.
First, no one can come to agreement as to whether Approaching is passing or failing.
And second, other than in our narrative comments, how can parents get a feeling for where in the "Proficient" range their student falls. Having just from from a traditional grading system, I have "proficient" students who are earning anywhere from 70%-95% all receiving the same "P" mark on assessments and report cards.
Would love your thoughts!

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Question

Hi,
We are fully implementing the CCSS and are embracing a standards-based philosophy of instruction and grading. We would like some direction on reporting of the CCSS ELA and Math standards. We are looking at three options for a SBRC. 1) list all CCSS in ELA and Math which would result in a report cards with approximately 70 standards, 2)combine similar standards and not list all the standards which would cut the number of standards in half, or 3) list only the strand, domain or cluster cutting the number in half again. The advantage of having more standards is it gives parents, students and teachers more information about the progress of specific standards. The disadvantage is it requires more record-keeping and filling-out information on the report card. The advantage of using strands, domains or clusters is there is less to fill out on the report card. The disadvantage is it doesn’t give stakeholders much more information than a traditional report card label. For example, there are nine CCSS ELA standards for Literature. Version one lists all nine standards, version two lists three standards by either combining similar standards and/or leaving a few off of the report card and version three has one general label of ‘literature texts’. Which version would you recommend? I have samples of each if you would like to take a look.
Thank you in advance for your thoughts and recommendations. Your knowledge and expertise are greatly appreciated.

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Question

Mr. O'Connor
I'm a senior in college and I have an issue with the way one of my professors grades her exams and I would like your input. The professor says that if more than half the class misses a certain question on a test then she gives those points back to the ones that missed those certain question. She says that it must have been her fault in teaching those particular subjects and thats why so many missed those questions. On our first exam she decided to give back 12 points out of 100 on certain questions that the class missed. Each one of those questions were in the chapters that we are required to read for the exam and I got each one of them correct. However, I missed 13 points on other questions. This allows one student who missed more points on the same exam to get a hgher grade than another student who missed less. I told the professor that this didn't seem fair to me and that she was rewarding the students who missed certain questions and not rewarding others who got them right. I get that she is trying to help students out but one student got a 79% and was bumped up to a 91% while others including me had to keep our raw score. I've had other professors give back points in a similar way but they always give extra credit points to the ones who got the questions right and this seems fair. I just can't get over how someone could miss more points on an exam than I did and get a higher grade. I hope that I explained this well. Thank you for your time!

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Question

What is the concept of zero-based grading system and its significance?

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Question

A student received the following quiz grades: 72, 84, 61, 95, 92, 98, 87, 84. Compute the students mean quiz grade and the median quiz grade. If on the next quiz the student earns an 80, will the mean go up or down? What about the median?

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Question

My son's IB elemetary school uses the following grading scale: 93-100-A/87-92-B/78-86-C/70-77-D/ and 0-69-F. Should a good grading scale have even divisions?

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Question

I am using grade weight calculators. I know what the weights are for each category.
However I do not have grades for each category. How do I compute a grade when I
have no grades for four of the six weighted categories? Thank you, Danny

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Question

I teach for an online high school. My district has fully embraced grading for learning
practices, and I embrace them as well, with one exception: deadlines. Currently in our
online school we have only one deadline at the end of the semester. 18 weeks is a long
time for high school students to stay focused and on pace, especially when they don't "see"
a teacher everyday. So many just don't stay on pace (despite us offering regular feedback
and consistently communicating "on-paceness" to parents and students throughout the
semester). What we inevitably see is the mass submission of work at the end of the
semester. And much of this work is low quality. Many of our teachers trend grade and
clearly see a trend down as the semester comes to a close. As a teacher who cares deeply
about my students' learning, it's so disheartening at the end of every semester. Ken, what
suggestions would you give for improving this situation? We're thinking about adding
another deadline around week 9 but would love to hear other suggestions.

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Question

I enrolled in a program through a technical college. My issue is that the instructor did not teach the classes and sat in his office all day. After two instructional quarters I was given passing grades for classes that I did not take, because he failed to provide the curriculum, which is going to hinder my ability to become gainfully employed as I will have no working knowledge to bring to the job. What should I do?

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Question

Hi, I was just wondering if a
student is getting 40% in a
class before the final exam
and doesn't show up for the
exam would that further lower
their mark?

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Question

This is my second semester in biology and it had not gotten off to a
good start. My first few assignments were 100's & 90+, but I recently
had a test with a score of 70% and two daily grades counted as zero.
If I continue to get 90% and above on my daily assignments and get 85+
on my tests, do you think my grade will become at least a B- by the
end of nine weeks? I had an average of 79% last semester (my biology
teacher did not count our final, the score on that test 94%), and I do
not want to have my grade be a C+ for my overall year average. Thank
you.

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Question

Hi! So I have straight A's and I just got a 69 on my final. It dropped my grade in the class from
a 94% to an 89%. I'm really dissapointed because that is a B+ and if I would have gotten a 90%
in the class then thats an A-. I'm wondering what I should do next, is it unreasonable to ask if
I can do some extra credit to bring my grade from an 89-90% ? Thank you.

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Question

i wrote a test .there were 30 questions.for each correct answer it is 8
mark and for each wrong answer 4 mark will go.my mark is zero .i am not
allowed to see the paper . can you say how many questions i made
correct.please help me.

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Question

My son is a straight A student. Last week he gets a 60 on a mid-term in reading. When we question the teacher she informs us that the test was a "mid-term evaluation test prepared by the school district which measures a students ability to read and comprehend a passage and demonstrate that comprehension by answering questions" My question is, Should this grade count as a regular test score and be factored into his overall class grade? Assessment tests are usually independent of class grades, no?

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Question

My district uses GradeSpeed PSC, which allows for both "INC"
(incomplete) and "MSG" (missing) as codes for grades. The district does
not allow incompletes to remain at the end of grading period. As a
result, I score all missing assignments as missing, which calculates as
a zero.

Do you see "MSG" and "0" as the same thing in that circumstance?
Should I continue to use "MSG"?

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How do you know what points to take off when the number of questions in your tests and class work varies? Do you have a chart that shows what to take off for a different amount of questions?

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As our district struggles with transforming our grading and reporting practices, the subject of zeroes continues to be tenuous. Recently a teacher shared the following analogy... what's your take?

"I will continue to have trouble with no grade is less than __% (in place of a zero). Continuing with the real world analogies - not changing the tires of my car is 0 tires. This would not be an acceptable business practice. If we are following a business model of inputs and outcomes then telling me that I have 50% of my tires when I do not is unacceptable. How can we reconcile this?"

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an instructor mistakenly gives credit for a wrong test answer. the
student tell her. should the instructor deduct the points when the
student informs her of the error

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Well im from North Carolina and whie i was in school there all i had to do is pass my classes to graduate and i just recently moved to florida and now they tellin me i may not be able to graduate because you need atleast a 2.0 to graduate and i would have that if they convert my grades to there grading scale because they are on a 10 point grading system should'nt the change my grades to meet there scales? Or atleast i should be able to graduate to North Carolina graduation requirements?

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Our school is being directed to stop putting 0's in the gradebook when students don't turn in the assignment. Teachers do what is appropriate to try to get students to make up these assignments/assessments in a timely manner. At the end of a marking period, a teacher has a student with an Incomplete due to the missing marks, but the completed work is consistently of "B" quality. If missing work grades are all put in as 0's, student's grade turns to a "C". Teacher realizes that the "B" work that has been turned in does not reflect the full learning of all content. Board policy does not allow for an Inc. to remain more than 10 days after the end of term, and student does not do any more work after end of the term. The "B" is not the student's grade, nor is the "C". Where would you encourage the teacher to direct efforts?

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I administer a test of 100 questions. Since April 165 students have taken the test. I track all missed questions in order weed out bad questions. How do I calculate the percentage of questions missed based on all 165 students. For example on question 1, 22 students answered the question wrong. What percentage of students missed that question? Now I need to create a chart or graph on excel to indicate those percentages.

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Where does a district begin? The book says start with Fix #7. I agree, but what happens next? It doesn't appear that a district could just choose two or three to begin with and then keep adding. But to change the culture of grading in a district by attempting to incorporate all 15 Fixes at once seems like a daunting task. Thanks, Ken.

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I am currently in a heated discussion with my son's HS AP Geography teacher over a change
to grade weighting. I am trying to construct as valid an argument possible against raising
the grade weight for tests to 70%. I've been given assurance that the weight will be applied
to cumulative test average and not individual tests, but it seems ill advised to create a
situation in which on aspect of achievement is so heavily weighted. Can you "weigh in" on
this matter with your thoughts?

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We are using PowerSchool this year for the 1st time and coming up to
Midterms. We are to calculate their final semester grade only using
letter grades from previous quarters. For example, a person who
receives an 89% or an 81% will both receive B's, and be weighted the
same going into midterms. Is there any way to set up the grades to
only look at the letter grades to calculate the semester grade, rather
than the percentages?

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I am taking a credit recovery class for history and everything is on the computer. I can also check my grades and see what i have missed. I have gotten 100s on the past 5 assignments but my grade is still the same. Why is that happening?

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If I get a B+ the first grading period and then get a F the second grading period will I still
get the full high school credit?

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Do you know of any school districts that have used a point system of grading? My
school is looking into it. Now it is difficult for parents and students to get a keen sense
of their grade when assessments are weighted 40%' quizzes 20 % etc... I am grading as
usual (60 is the lowest grade) and also trying to see how grades would differ with this
system. Our thinking is we are asking students to go above and beyond and we're using
an antiquated system of grading. I teach in a Middle School. Thanks.

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hi..i have been getting a grade of E ever since i entered high school.i realy need atleast to get a B in my next exam.but i dont realy know how to do that.please help

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Hello, my honors physical science teacher gave us a test. On the board apart from the
test he put an extra question that would not count against us if we got it wrong, but
someone in our class made a snide remark. The teacher then said that if we got the
question wrong that it would count against our grade. When he graded it though he
forgot to calculate the extra question for our class only I got a 90%. At the end of the
week he realized his "mistake" and re calculated our grades so all of our grades were
lowered and mine went down to an 85%. Is what he did right?

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I have been a straight-A student- until now. I have 3 weeks until the final exam in an Expanded World History class that I am taking right now, and I have an 90% in the class right now. There is not a lot of work to do well on, and the exam is worth only 15%. If I'd like an A (93%) in the class, I would have to get a 110% now (not adding up the grades going in for the next two weeks). What do you suggest I do? Should I just do the best I can and hope for the best? Should I talk to the teacher about my views? I am really conflicted... What is really angering me is that my friends in different Expanded World History Classes are getting A's- because their teachers are easier on them. What should I do? I don't know...

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Dear Sir,

I have a 12-year old, who is generally very bright, although we have a problem that his grades don't measure up to his intrinsic ability. He knows is materials cold when tested orally, which is also supplemented by the constant feedback from teacher that he is the first one to raise his hand in almost every subject and has correct answers. However, his test results have been unpredictable, with mostly B+/sometimes A- and infrequently As. While we strongly believe he is capable of straight As, we feel helpless helping him perfect on how to take tests, so as not to make silly mistakes, many times it means reading all question sub-parts, writing clearly so as not to confuse his own handwriting, rechecking his work before handing back his test, and learning how to write long answers carefully not to lose grades (he pretty much aces multiple choice/short answers almost every time). I wonder if there is a condition that might be holding him back on written tests. Could you please provide any guidance? It would be much appreciated.

Thanks and regards,

Vikas H. Shah
(201) 951 6961

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Ok for. The 1st nine weeks I had a 44 then this nine weeks I had a 48 but on my exam i
math a made 70 on it and I was wondering what's my grade. Or how would the grade
would average out . Please help and merry Christmas

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We are a division that is currently implementing Outcomes-Based Reporting for k-6. We often get the question from parents "So how does my child compare to other students in the class?" and we are looking for the approriate words to answer it. We are aware that comparing students to each other is counter-productive and that we should rather look at individual student progress, however communicating this can be challening at times. Plese help!!

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I have my world history exam tommorow and I'm really worried. I've always been a
straight a student, though. Right now my current grade in that class is a 94%. If I were
to get a 70% on my exam, so to speak, would I still pass?

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My children's high school has decided that the benchmark tests they take (the midterm version of the state's Standards of Learning test)will count as a class quiz grades. As a former teacher, I know that the students cannot prepare for this; the teachers are instructed to do no review. The tests are designed for teacher pacing and instruction, as well as student understanding. My belief was that students can't be held accountable for the failure of the teacher to cover the necessary material. Is there any information that will help support my claim, should I decide to present it?

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I received a failing grade of 69% at the end of a semester for a class. I received this grade because I was given zero points for a test. I scored a 66 on this test.

The syllabus says about this one exame, "The exam counts as 5% of the theory grade only if a score greater than or equal to 70% is achieved. The test score must be 70% or higher to receive any points"

I was told this test wouldn't hurt me I just wouldn't recieve points. I understand that but it does hurt me. It is counted as 5% of 0 points. I was thinking it just wouldn't count at all and the 5% would be spread through other exams or i would be graded on 95% scale.

Does this sound correct.

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If I am tutoring someone who is failing in history. How do I help them remember the
information that I am teaching them?

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Help! I am in a middle school that has embraced a mastery learning and grading philosphy. Our next step is developing a standards based report card for implementation in the 2013-14 school year. From your experiences, what's the best resource that would help a faculty through the process of creating the template of a middle level standards based report card, including the process of identifying a reasonable number of priority standards to be included on this new report card? Thank you for any advice!

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My current grade is 69 in reading and I got a 35% on a essay that was worth 100
points what would my grade be now

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Hello!

We are a group of Spanish teachers and we have done a presentation called "Making Standards Based Grading Work in the World Language Classroom" at several local, state, and regional conferences. We are doing a full day extension workshop at the Central States on the Teaching of Foreign Languages conference in March in Columbus, Ohio. All partipants are being provided with the 15 Fixes book and we use the 15 Fixes as a starting point for the theory behind our presentation. We were wondering if you could look over our presentation materials to see if there are some omissions or inconsistencies that do not fit with your ideas about grading philosophy, policy, procedures, and practices. The link with our presentation materials is http://eurekaworldlanguage.wikispaces.com/

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Good Morning,

As of late I have been having issues with students who continue to hand in their assignments past the due date. Currently, our school board believes that this is an indication of their behaious, not of their academic performance. I understand the rationale for this, however, our high performing students are now realizing that they can hand in their assignments, and do not adhere to the due dates as well. In addition, they feel as though their work is not as highly valued as it should be. Our government is beginning to find out that the higher performing student are actaully performing lower. In your experience and opinion how would you correct this issue? What would you use as an alternative to a reduction in marks that will fully correct the behaviour of the student. I currently feel that this new model of thinking does nothing more than create extra work for teachers and deprives students of real world skills that are expected to be transfered from the school level to the post-secondary and work world. Thank you for your time!

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I am currently teaching courses in curriculum and instruction and assessment to students who are in the Education program. I use rubrics as my main form of assessment coupled with descriptive feedback. My problem is how to turn my rubrics into letter grades which the University requires. My rubrics have been on a 1-4 scale with 4 being exceeding expectations. My students are very grade conscious (even though I'm teaching Assessment For Learning) and often question how I come up with my grade. Any help you can give would be appreciated.

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Hello, I'm not able to open the power teacher gradebook section on my home computer. A messege says that my computer cannot read the program, thereby not allowing me to enter grades or make comments at home.Can you plese help me with this matter.

Thanks,
Kay Cordero
Elementary School 5TH Grade Teacher

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Question

I have a question about my college and weather or not the grading practices of this
program are fair. After we are given an exam the professors convene and give points
back on certain questions but they only give the points to the students who missed the
question. I have never heard of this. In every other school I've attended all students are
awarded points and the question is thrown out. On the last test they gave back 10
points but I only missed one of those questions. My grade went from a 74 to a 76. 80 is
passing. Some students got the full 10 points bringing their grades up to passing. Is this
fair? Technically I missed less questions but none of the questions I missed were
thrown out. So students who missed more than me got passing grades because they
happened to miss the "right" questions. I hope this makes sense.

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i got 3 wrong out of 20 on my spelling test what grade is that

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What is the most advantageous grading system for MIDDLE School points or percentages?

This is the scenario:
Tests 40%
Class work/Homework 30%
quizzes 20%
class participation 10%

also know that 1 day late work is worth a max of 70%
and after that its a zero

There are no low grades thrown out or curves provided.

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Dear Ken,

We are a new IB HS school who is looking for a grading scale for our High School. We are standards based, do not use percents, only proficiency levels in our MS. We are looking to go with the IB 7 point scale. Using proficiency levels with bodies of evidence and teacher's judgements instead of percentages. Have you seen any report cards that we can see from the HS using a 7 point scale. What are your thoughts on the 7 point scale for both the strands and overall course grade? Would you alternatively recommend a 4 point scale for the strands and a letter for the overall class? We don't give an overall in the MS but will likely need to for the HS. We will also likely need to calculate a GPA. Is this better with a 7 point scale or letter grades.

As we have the opportunity to start from scratch, we want to get it right.

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What is your opinion of having students swtich to a standards based grading system for two or three years in middle school, then changing back to a letter based grading system in high school?

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I am an education student and currently I am studying the document "Growing Success". In
reading the section about Evaluation under Late and Missed Assignments (pg 45), two views
are presented. One suggests that giving a student a zero for not handing in an assignment
teachs the student to be accountable for their work, especially in the light of post-secondary
or employment expectations. Another suggests that giving zeros does not motivate students
but rather discourages them.
As a respected education consultant, I was wondering which side you would agree with and
why. This is an element of evaluation that I have yet to form an opinion on and I would like
to make an informed decision.
Thanks

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Our high school has moved to an 80% summative grade/20% nine week assessment system. We are not allowed to give zeros, and cannot give a grade less than 50%. I grade with points and typically most assessments are worth 5 or 10 points. Students are permitted to retake summative assessments. If I have a student who earns 2/10 points on a summative assessment despite retakes, why do I have to give that student a 5/10 when I go to average my grades? Right now, I have 150 points in summative assessments for this grading period, so I feel I allow for a fair amount of chances for students to prove their learning.

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For Debate I am Writing a persuasive essay and the topic i have chosen is that homework should be graded on particitation not off of the amount of points scored correct. My question would be what book of yours or any information can help me get conctrete details to be more persuasive and have evidence?
Thanks,
Nitro Samhill

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My son is in 8th grade and taking Algebra I which is a high school credit. His teacher computes grades based on total available points available divided by total points earned. On the last day of the grading period he had earned 305 points out of a possible 315 points which gave him a 97%(A)for the 9 weeks. This school district has each class do Bell Ringers at the begining of class which may or may not be associated with the subject. The teacher gave an "open notebook" quiz on these Bell Ringers, which means if a student didn't have his notebook that he could not complete the quiz and would receive a zero. My son forgot his notebook that day and therefore received a zero or the quiz, when the grade was recalculated for report card he ended up with 305 points out a possible 415 points which gave him a 73%(D)for his final grade. I find this preposterous and have brought this to the teacher's attention, she informed me that I should just accept the grade that "he earned". I found that this one grade could drop his final grade 3 letter grades to be ridiculous, as any other way of computing his grade would give him a B. If a student were to have a B and then received a zero on that quiz he would end up with a F and find that insance. What is your take on this? Do I have the right to fight this grade? As far as the teacher is concerned I should just accept it and get over it.

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I have a great deal of respect for your work. I am a principal and have worked closely
leading a district wide task force as they attempt to implement best practices in
assessment and grading. I have been trying to gather resources hat help shed light on
the actual role of class rank and GPA in filler admissions. This is an area that I'm
struggling to find substantive research on while there are certainly strong parental (and
other) perceptions as to the impact of these highly subjective factors. I am VERY
interested on your opinion, advice and whether you aware of any solid, summary
studies that tackle this issue. Respectfully submitted.

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In this term, my math teacher uses three math tests for 80 percent of our mark. The other 20 percent we get for doing our homework. I've done all my homework and should get full marks for that part. and my test marks were 75, 69, and 81. What should my term mark be?

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What is your view of giving students grades for homework? I worry about grade inflation and not knowing if they are truely ready for an assessment for a grade.

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I have a 93% but i had a 96% before. it went down to a 93 because my teacher said i got an
invalid score on my vocab so i have to retake it but its a 400 point test and because of the
invalid entry he said he takes 100 points off. i did calculations and i saw that i will end up
with a 75. will that affect the 93? like will it make my grade go up or down?

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If I had a test, with 37 questions, and I got 7 wrong, but the other 30 correct, what would my grade be? An A, B, C, D, or F?

I want to know, so please answer soon! Thank you!
-Lexi

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25 question 9 wrong what would be my grade on this test ? How do I figure it out?

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Im taking Microbiology this semester, it's a 5 week course. Every class there's an Quiz, 10 questions. The first quiz, I didn't do; so I end up getting an 0.01/10(0.1%),F. I can't make up for that quiz. The second quiz was this week, and I got 10/10 (100%) A. However as we speak my grade is an F (50.05%) 10.01/20, How do I get my grade to atleast an C+ or B. What will it take, I know I have to pass the rest of my quizes. But Will it get to an B+ or an C. I have 3 more classes left, so that means I have 3 more quizes left..

Plz help..

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Hi Ken, I attended your workshop at the NESA conference in Athens last Spring. While I am
working on changing my own grading practice I am also heading up our grading for
learning conversation this year as MS Team Leader. Currently we have no written grading
policy besides the percentages and letter grade equivalents. I will need examples of
grading policies later this year once we are well enough read on your books to help us
write our own policy. I think I remember you showing us some policies in your
presentation, but can't remember where they are from. Can you point me to some solid
policies I could use as examples? Thanks.

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Have you ever considered a new answer to those who query grade calculation? As long as I
have had my eye on your site you have been trying to eliminate these. Could this be an
opportunity to share the reform. Instead of putting them down in frustration you could
summarize your quarrel with the grading status quo, point them in the direction to do
more research on grading and possibly provide a brief synopsis of your philosophy. You
might gain followers instead of enemies.

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Ken,

My district is moving towards standards based grading, no zeros, unlimited make-ups, etc. How would you propose that performing ensembles get students to attend performances since students are no longer held accountable through grades for performance attendance.

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If I earn a 85% on the first quiz. 100% on the second quiz and a 76%
on the third. What do I need to get on the following quizzes to
received an A? During this semester, their will be 9 upcoming quizzes,
what do I at least need to have to pass with an A?


Thank you in advance for taking the time !

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Ken,I am a huge fan and have been working sound grading practices for the past 10 years in school districts all over the country. I just wrote a blog about the disconnect between grading for tasks/behavior and legislation on student growth in 24 states. If we measure compliance and tasks it is very difficult then to measure growth - learning with multiple data points. Before I publish this blog, I want more examples of standards based grading at the secondary level. I have some schools that have taken the plunge.. but I would like more samples. Do you know where to point me? Thanks for everything!

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Hello,
This may be a bit of a broad question, but our school is is an IB MYP
school which is also adapting standards based assessment for grades 7-
9 this year. For us as an IB school though, this means our standards
are the criteria which is set out specifically by IB. Teachers are
finding it a struggle in knowing where to begin with their grade books
and how to use their current assessments (which are well designed) so
as to fit into the IB standards (criteria). Most MYP IB schools mark
on a percentage basis and then certain assignments are used for the IB
criteria. Any direction you could give on where you may have
encountered a school with a similar journey would be very helpful.

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Our district is transitioning to SBG for K-12. The primary grades receive report cards with the 4-3-2-1-0 task score tied to specific standards. However, the high school students receive task scores on assignments and tests rather than specific standards. Tasks are weighted 80% summative, 20% formative. In addition, the district will convert the weighted task average for the semester into a letter grade of A-B-C-D-F. They site you as an expert but don't appear to have listened to you on assessment and grade reporting. Any advice on how we can convince the district to reconsider their grading methods so that our HS students have grades that are truly representative of learning and achievement?

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My district has been using power teacher for years,  and I have contacted my district
multiple times to ask about accessing the app for power teacher. They have told me
that it should be working and they have approved it for mobile use, and they don't know
why it's not finding our district, and to contact Pearson. I don't see a point of contact
about technical issues like this on the Pearson website, and yours was the only email I
could find on the website for support for educators using power teacher. Could u please
help me find out how to solve this issue or tell my I.T.s at the district level to do to
activate it for mobile use. I know you mainy deal with issues involving the actual
grading process, not technical issues, so if you don't know theanswer, maybe you know
a point of contact and their e-mail address so i could forward this question to them? I
can login from my desktop, just not from the app. It says it can't find my district.

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Question

If I missed 2 out of 18 questions, what did I make?

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Given the total refutation of the no-zero and separation of behaviour and academic evaluation pratices and policies in Canada of late, my question is:

When will you create the necessary reliable and valid empirical studies in order to get results that may or may not support your position?

You have told so many of us that you are not a 'researcher'; however, given the utter lack of scientific (that which can be repeated and verified) evidence presented in your books to date, I'd say you have some work to do otherwise you will be viewed as irrelevant and without credibility.

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Would you agree that the answer to the question, "When and how may a principal interfere
with the assigned mark of a teacher who is following all the guidelines of this "reformed
acessment" policy?" is vital for grades that are accurate, meaningful, consistent, and
supportive of learning?

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If a teacher identifies the assessments that he needs to show that a student understands the
material, in other words the summative assessments, and then uses the various codes, choosing
from around a dozen, to indicate non completion; should the principal be allowed to excuse these
assessments and force the teacher to guess at a mark based on the assessments completed? I am
assuming that the principal knows neither the course material or the student and that the student
has been given adequate opportunity to comply.

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Should there be a set % that assessments (defined narrowly as test and quizzes) count towards a student's grade regardless of the subject or grade level their in? And if so what should that % be?

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Can you tell me how long the DVD is that is included in the back of A Repair Kit for Grading 15 Fixes for Broken Grades?

Thank you!

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Hi Ken, I believe I read somewhere that you taught at Ross Sheppard. Just out of curiousity--
when?

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Hi Ken, what is your opinion of the Alberta Diploma exams?

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Question

Hi Ken,

I'm a high school vice principal in a school division that is implementing a new assessment procedure. Starting this year, all teachers must set up an outcomes-based electronic markbook that is available via "portal" to our students and parents. I have had many conversations with worried teachers who want to do this correctly but aren't sure how. Considering that many of our teachers are only recently setting out on their assessment journeys, and that they are not yet equipped to navigate all the implications that an outcomes-based mark book may have on their teaching/assessments, what would be your advice as to how to set up an initial outcomes-based mark book that won't require them to completely rennovate all of their teaching at once?

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My district will be adopting standards based grading next school year.
I am a middle school physical education teacher and am finding it
difficult to implement standards based when so much of a students
grade in my class is based on participation. Previously 50% of my
students grade was participation (i.e. coming to class on time,
wearing the proper uniform/shoes, not wearing jewelry, not chewing
gum, trying hard in class and bringing positive energy to class). The
other 50% was 25% towards a summative written test and 25% towards a
summative skills test. What advice do you have for implementing
80%/20% and where if anywhere does participation fit in? Thank you.

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Our 5-12 schools are using your book 15 Fixes as a basis to make some changes this
year. after reading your book I am still a bit confused on what they are doing and if it is
in line with what you are suggesting in your book. I am all for using only academic
information for grading. My confusion comes in the other aspects of school the
"citizenship area.".our district grades 5-12 are starting the only academic info for
grades and adding one citizenship grade overall for the report card. ok I can se that but
I'm not sure how they will get the grade from six different teachers..... With that said the
part I am confused about is this. If the student doesn't atttain a specific grade in
citizenship they will lose privileges....parking pass, school events even walking with
their class at graduation even if they are a straight A student, etc I understand that
there has to be something in place or at least the school thinks there needs to be but
not being able to participate in graduation.....Another concern is that teacher student
relationship that just doesnt happen or the teacher that doesn't get to know the students
and marks the student down. I know in your book they did but I can tell you when I talk
to my children's teachers they have to look at the grade book and can't really tell me
anything about my child not all teachers but I have run into a few like this where I can
tell them more about my child's learning and where the difficulties are in that subject
than they can. Is this what you were talking about. is this in line with your intentions? I
will get specifics on this if you would like. This is what I have heard form school
personnel at lowere grade levels involved with this process.
Thank you for your time

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Question

Is weighting standards within your grade book a key component to
standards based grading? We have a couple of teachers pushing
standards based grading, but are presenting it as a no zero policy
with limitless opportunities to make up work. With all class work
linking to a standard of course, but all assignments are thrown
together so you could have 10 assignments for 1 standard and 2 for the
another.

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I live in california i got a d in english last year and im wondering if ill be put in an extra
english class next year

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As my middleschool and district move toward standards based grading, several questions come up that I can't answer for the staff. The most frequently asked is: what should a science teacher do when a student is not in class for a lab or fails the lab. The answer should be to give them another chance, however, the lab equipment has to be shared by several teachers and once the equipment is put away, it's difficult for the teacher to reassemble the lab. The labs are based on specific standards, at a given time, and the material is usually not revisited during the grading period or even the year. This issue also raises its head in middle school math classes. Could you provide a bit of guidance or thought on how to deal with this issue? Thanks

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Question

Ken,

Why do school districts/school boards/administrators allow teachers to have such a wide variety of grading philosophies (different grading breakdowns, policies on HW, etc.)? Don't they know that this causes large achievement gaps, grade inflation and a host of other problems? How can we accurately assess student learning if everyone is using a different methodology?

When I suggested that my administrators try to create a uniform grading philosophy and policy for all teachers in our middle school, they had no interest. Yet, these are smart, educated and well-read people. What is happening?

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Question

Hi, I've been snooping on this site and have a question. Do I understand correctly, that if a
student failed to complete enough summative assessments to allow the teacher to evaluate
him/her on a certain portion of the course that teacher should assign an incomplete
regardless of how well the student did on other units in the course?

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Question

I have a grade of 52.09%. I have 1 quiz left worth 10pts n 1 exam worth 100 pts n a participation grade worth 20pts. What grade would I need to achieve on all to at least get a 70?

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Question

In your How to Grade for Learning book, you say that we need to use the most recent assessment data in determining a student's final mark. So if a student does poorly in solving algebraic equations early in a math course, but then improves later, he/she should get the most recent mark.

What about a situation where a student does really well early in the course but then slacks off and becomes less able to meet the outcomes at the end of the course? Which marks should be used then, the earliest or the most recent?

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Question

if your final avg in a class for the year is 83.93 and they average in your mideterm and final
exams(which are both 99) and the final grade for year is 87, how did they get to that grade.

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Question

Reading - If you got a C B C Then A What Is My Final Grade

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Question

Hello
I have looked at your list of publications and I was wondering if you could please tell me which ones include reports of empirically based, properly controlled scientific experiments where the results of different assessment measures are statistically evaluated. Since you spend a certain amount of time referring to the importance of such things as appropriately measuring central tendency and other statistical controls, could you please point me to any empirically-based studies, because I would be interested in reading them. Have you actually done any empirical research, or is your position based solely on a philosophical position? Thankyou.

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Question

Have you had a look at this? Mike shares a very important and relevant experience.
http://www.cbc.ca/news/canada/edmonton/story/2012/06/12/edmonton-no-zero-second-
teacher-facing-discipline.html?cmp=rss

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Question

Hello,

My district is currently in the midst of a revision of our elementary school report cards. A debate has arisen, that is stalling possible progress. We currently use the DRA2, to assess student reading progress. We follow the benchmarks for each grade. The trouble is, we are torn on what should constitute an 'A'. Some are saying that an 'A' should be given if a student is exceeding his or her proposed DRA2 benchmark. I this case, a 4th grader ending the year at the proposed independent level for 4th grade, would not be eligible to receive an 'A' in reading, despite any other factors. Conversely, some believe that if a student reaches the benchmark, they should be eligible for an 'A', provided they have shown outstanding work in the other areas considered. One side claims that the level of achievement is lowered, if students who are simply 'on' benchmark, receive an 'A'. The other side claims that students in one grade, are being held to the standard that has been set for the next grade, which may not be fair. I would love to hear your take. Thank you.

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Question

What is the opinion of educators concerning a group grade for a
project? I was part of a group that did a project. We were all given
individual grades, mine was an 80. Overall the group grade was a 60.
Two of the four students in my group received grades of 35 and 45,
which was the reason for the group grade of 60. For me this does not
seem fair. The people working on the project attempted to have the
teacher talk to the students who were not pulling their fair share we
were told that it was our problem and we should take care of it. Help
me understand why this is fair

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Question

how do you account for an immediate increase in the difference between school assigned
grades and the diploma exam mark in some of the schools which have adopted the "grading
for learning" . you can check stats on epsb site. specifically eastglen and mcnalley are
interesting. considering the principal

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Question

Are you at all concerned when the philosophy you promote is misunderstood and poorly
implemented--often in a draconian way? I am afraid that the Edmonton Fiasco will be a huge
set-back for all teachers who care for their students and strive to do what they believe is best
for them.

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Question

If I have a D+ for my final exam but a B+ for my final grade, would
colleges decline/look at my exam grade? What do they look at on
your transfers? I am really nervous that if they see that D they
won't accept me at all.

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Question

"If a student writes a test and gets all the answers wrong, they are assigned a zero on that
test." This is a direct quote from a letter by Edgar Schmidt (Superintendent of Edmonton
Public Schools) to the public. Do you agree with this?

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Question

Ken,
My question is regarding how to grade and report Kindergarten and early primary. Our report cards right now have a 5 point rating scale and we are finding, as are other districts in the province, that using a 5 point rating scale does not always work for some of the developmental outcomes or outcomes that are either a got it or not type of outcome. What is your advice on this? Do you have any suggestions or examples of report cards that address this issue?

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Question

i am in a criminal justice class in community college, i just took my first quiz, out of 20 questions i missed 8. each question is worth 2points. i notice on my repot online, under the grade that my instructor gave me, for that quiz he put 5.oo for my grade for the quiz. my question is, wshat does the 5.00 grade amont to, far as the grade that it represents?

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Question

If I have an 83% in a class and receive 30% for attendance, what my grade?

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Question

I was absent one day while presenting projects, and now I don't have a chance to
present mine. What will my grade percentage be if he enters in the 100point project
in the 30% grade category, and my current grade percentage is 73% for the class?

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Question

I have been working with teachers on setting up gradebooks on Power School. One teacher set up the outcomes across the top but then puts the individual specific outcomes down the side of Individual student gradebooks instead of listing the assignments/tests etc. Every time a new outcome is assessed, he changes the mark under the outcome so that it only shows the most recent mark. There is no history of previous scores because he keeps on overriding it. he has the "history" in a portfolio but his gradebook looks more like a report card would, with the final score showing only. He has agreed to change it to your suggested method if you respond and tell him what he is doing is not acceptable in terms of assessment reporting in a gradebook. Could you please respond to this request so I can pass on your ideas and work with him?

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Question

I noticed that teachers who use "Point system in power school' will just add all of the earmed points /total possible points, however there is a huge discrepancy in the average if we compute the percentage/ # of tests or categories. It seems that the point system will only benefit students who are getting consistent 100 the others will have 2 to 6 points difference in their averages.

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Question

If i have a 68 as a grade and my final exam
is worth 10%, what would my grade be if i
failed?

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Question

Our school is drafting a grading policy very closely aligned with your work, particularly your 15 Fixes book! I have two questions: 1) Our English Department is wondering if you know of any research, case studies, or specific schools where mastery based grading is done well, so they can learn more about what it looks like and sounds like in a high school English classroom? and 2) What are some practical suggestions for implementing mastery-based grading of essays in a high school English classroom, so that it won't take too long to grade all of them? Each of our teachers see about a 100 students total. Thank you!

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Question

I will have done 4 units by the end of next year. my exam(s) at
the end of it are worth 60% whilst my coursework(s) at the end of
it are 40%.
this year i have done two of these. in my coursework, I got 37/40,
so what grade is this? in my exam i do not know what i got but i
think i got a dreadful 26/60, what grade is that?
so with those two bits of grades, can you work out what grade
it is overall so far please? Thanks

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Question

Mr. O'Connor,

I see the benefits of grading for learning, but what formal studies have taken place to substantiate its relevance? Does grading for learning increase student achievement, or does it simply lead to a more accurate depiction/report of student achievement? Are there any studies taking place right now?

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Question

My current grade is a 78% in government, my teacher lost a major assignment worth
100 points, we are still looking for it but I wanted to know how far my grade will
drop if he enters a zero

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Question

If my current grade in US History is a 93 and my final test is worth 30% of my grade what do grade do i need to make on the final test, in order to make a grade in the class of 70 or above, please respond asap.

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Question

what is the effects of studying 10 minutes a day for 3-4 days before a
test

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Question

Hello, Ken. I attend a workshop with you in Wisconsin recently. I know that you are not an advocate for "extra credit." How could I change a student selected history book, teacher-student book talk and reflective paper for my ap class that has been extra credit? Any more requirements in this packed class with overrun students and they will flip. I've always liked the option of using the book and its requirements to deepen content knowledge and build literacy skills AND give students a way to have ownership over their grades and learning. Students and myself feel as if it is rewarding. I already allow for rewriting, do test analysis and reworking and in addition count very little "daily work." (I actually didn't count any practice towards grades until I was forced to so I am the same as everyone else) I'm frustrated because now my book talks and the "extra credit" have been deemed "bad practice" and will be forced out in September. Please advise.

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Question

Do a students who earns a BASIC score on a CST exam deserve a minimal grade of a
C- for a semester course?

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Question

what is the grading for learning's history?
and do you think its fair for the kids that have learning disabilitys to have to follow grading for learning?

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Question

The school district I teach in is looking to use PowerSchool next year. I love the fact that you can link standards to assignments and have many different ways to look at student assessment data. One thing that is confusing me is that all of the grading or data input and reporting in PowerSchool is percentage based. From a reporting perspective, how does a percentage based system support standards based grading. Am I missing something?

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Question

Okay so I got a 0,61,100,100 for my homework grades.to get a hw grade
you need to add them up, divide by 400 and then multiply by three.
then for my yest grades i got a 50 and an 88. To get an overall test
score you add them, divide by 200 and multiply by 4.then you add that
final hw score and test score and divide by .7 and multiply by 10. i
got the overall grade of a 67 in my class minus ten percent for
attendance and twenty percent for the final. hypothetically let's say
i get a 50 for attendance and a 50 on the final. How do I calculate my
new grade?

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Question

Some of the early primary faculty in our K-8 school have put forth the notion of identifying to parents in a letter a subset of skills (spelling sight words, recalling math facts, etc.) that students should show mastery. We already use performance levels for our academic achievement that match our California Standards Test. Should mastery equate to minimum proficiency or to minimum advanced? To master some skill seems to be a high level of achievement. Your thoughts, please.

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Question

Our school has "requirements" for 8th grade algebra (an advance section of math). My child has 4 out of the 5 requirements and missed the 5th requirement by 2 points on state testing (a 258 vs a 260). I asked the math teacher if my son could be successful in the algebra class and he said he would be BUT he couldn't be in it because he didn't make the cut. Can a public school deny a student an opportunity for advanced learning, especially when the student has had straight A's and A-'s in math for 2 straight years? Do I, as a parent, have a right to request my student be placed in the class? The other reasoning behind the cut is that there would be too many students in the 8th grade class. In your opinion is this a legit reason or simply an excuse?

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Question

My teacher's grading system is the following: All 3 Summary Responses are worth 15% (I got
a 95, 90, and 85) Evaluation Paper is worth 15% (I got a 93) Causal Paper is worth 15% (I got
a 78) Definition Paper is worth 15% (I got a 95) Proposal Paper is worth 15% (It is not yet
graded) Oral Presentation is worth 5%(not yet graded) and my Final Exam is worth 20% What
do I have to get on my Final? And what should I have gotten in my Proposal Paper and my
Oral Presentation to get an average of A in my class?

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Question

Hi. i had a 95% in my math class and i just took a 50 point test and got 28% on it what would my grade be now?

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Question

hello. i am in the 4th 9 weeks of my school now and i got a 94 in math
on my report card. I just took a test on probability the other day and
i got a 84. I think it was a major grade. I do not remember if their
was any tests in this 9 weeks before the probability one. Can you
please tell me what my new average is in math? Can you also tell me if
i could still get an A in that class? Because you know in the 4th 9
weeks how their are EOG's. And those last nine weeks do not have alot
of grades in them

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Question

IF there are 16 questions on test and I missed 4 how do I mathematicaly find out
what my grade will be on. Since I will be the one grading it

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Question

Dear Mr. O'Connor,

We are two students in 8th grade who attend a middle school in the Blue Valley school district. We are currently working on a project that promotes chunking psychology. We are proposing to help students transition from elementary school to middle school by having shorter, more frequent AOL's. As of now, the transition is made by having differently weighted grades in 6th, 7th, and 8th grade. We would like to make the grades weighted equally, but give shorter, more frequent AOL's in 6th and 7th grade. Do you think that this change would be beneficial to students?
Thank you for your time and consideration.

Sincerely,

Sofia Acosta and Morgan Killmar

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Question

My final course assessment is 70% of my grade and my care plans are 30% of my grade.

right now I got mid term grade as 85
and my first care plan a 90

how do i figure this out? so I can learn this in the future?

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Question

I'm trying to mathmatically figure his
score. He missed 6 out of 24. What
would that b?

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Question

Help me understand the how a "no late work accepted" policy helps high school students. My 9th grade son has 2-3 Pre-AP classes that operate this way. It seem very rigid and communicates that you can't make a simple mistake like leave finished work in locker or at home. I understand teaching responsibilty and accountability. I would think having a late penalty would be enough to get student's attention but a zero on a daily can really hurt a grade average. Plus, it discourages the kids.

Example: My son did homework but forgot to have me sign it (part of assignment since they were starting Romeo & Juliet). Teacher would not accept it because it was not signed. Only four daily assignments for six weeks. Other three grades were 100 so zero drove it down to an 83. Daily grade is 30% of total grade. But that is grade consequence (which affects student) and I believe the larger issue is why did this happen(education issue). I talked to teacher and was told that this prepares the kids for college. My reply is that I am one course away from finishing my second master's degee (meaning I have taken 200 college hours) and I never had a situation where assignments would not be accepted late. Penaties (acceptable), no acceptance of late work after x amount of days (acceptable), but automatic zero if not turned in the very next day (unacceptable). I would appreciate you take on this. Thank you!

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Question

My son has a 66 average in math and is turning in a worksheet that he made a 65 on
the highest the teacher will let him make on the worksheet is 70 so can 5 more
points on a worksheet bring his average 4 points uo

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Question

My son is in first grade. We just got his third quarter report card. He received mostly 3's and 4's (4 is the highest, 'exceeds expectations'). However in the cateogory of reading under the subheading of 'multiple literacies' he received a 1, does not meet standards. The only comment in this section of his report card was that he was at a DRA reading level of 18 (district standard 14-16) and that he has only checked out 3 books from the school library this quarter and has not turned in his home reading checkoff. We, his parents, did not have any idea that the home reading log check sheet was being used to factor into his grade. We also did not know that the number of books checked out was relevat in any way to his reading grade. I feel like this low score is more a grade of my parenting....did I put the reading check sheet and his library book in his backpack on Friday or not.
He is getting 4's in fluency, comprehension, vocabulary, and he got a 3 in work habits.
What would you recommend as the best way to proceed. We have not and are not planning to tell our son about this grade. The teacher is regarded as the best teacher in our elementary school and we have in fact been very happy with our son's progress.
Any advice would be greatly appreciated.

Thanks!

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Question

i have one month for preparation of exams and i wanted to get addmission in medical college .what kind of hardwork i do to get high grades.is one month is ok?plz reply

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Question

My sons third grade teacher does not weight grades at all. She say that EVERYTHING is equal- tests, projects, science fair, reports, homework and classwork. She doesnt check or track weather or not homework is turned in and then RANDOMLY choses one or two homeworks and classwork for the trimester to grade and then factors it in as a test score. My son - whose average test scores in math is 95% got a C+ in Math (84%). He was devastated. :-( Is that an acceptable form of grading?

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Question

English question paragraph writing What did I feel when I got my reportcard

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Question

Hello again, i was the one that asked about my son receiving a 69 after missing 12 days out of 15 days of school. I have emailed the teacher and she refused to change the grade. I am waiting on a response from the principal. If nothing gets done at this level then I will go to the superintendent. He says he can't force her to change the grade because she did not break any grading policy but I did remind him of the extenuating circumstances and that extra time should be given and not be penalized by 2 days. There are 2 papers that were turned in 2 days after the make-up "deadline" and he received two 50's just for being late had he received the credit because it was correct work. it would be two 100's but i'm not even asking for 100's because regular late would be 70 and that is enough for him to get a 70. His grade was 69.39 that is .11 points shy of passing. If they calculate the 70 that would be enough. All we are asking is and extended 2 days to turn in those 2 papers. Some other teachers accepted his work "late and he received full credit. Why are those teachers being flexible?

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Question

Im in extra carricular activities and to be in them i need to pass i have a 67.6 in my class what will a 100 do?? The daily is 20% the Farmative is 30% and the Summative is 50%? Please i really need to pass so i dont dissapoint a lot of people please help!! Thank you

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Question

hello, I just wanted to know what the overall average score for my report card is.

these are my grades: A, F, D, B+, A, A, A, A, A, A, C+

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Question

There isn't a consistent grading system in our high school. In an effort to get consistency some curriculum directors are looking to have one weighting system for honors and another for college prep. For example, honors may be 80% summative and 20% formative. On the other hand college prep may be 60/40 for the same class. The weighting hasn't been finalized yet. My concern is that tests are more challenging in honors, the curriculum is more challenging, and college prep students are allowed to retake tests if they perform poorly, but honors students are not allowed any retakes for low grades. As a result some parents are choosing to put their children in college prep instead of honors, because it is easier to get a better grade. By the way the multiplier for honors is 1.2 so a "C" in an honors class after weighting is 2.4 on a 4 scale. The bottom line is it is easier to earn higher grades and college prep than honors for numerous reasons. I want my children to have the academic challenge, but not also a level playing field for grading. Can you recommend a document or book that would help us parents discuss the issue with school to make the weighting of grades consistent for honors and non-honors classes? Honors curriculum already far more challenging.

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Question

Ken, We have an outcomes framework for our curriculum. Teachers teach and assess achievement in relation to those outcomes. When they evaluate and report they reference the outcomes, we do not report on each outcome.In grades P-8 we have 3 reporting terms. Our current report card states ...achievement in relation to the outcomes addressed during the current reporting period. We are engaged in a reviewing process and are questionng this statement. With current assessment practices and with curriculum design students would/should have multiple opportunities during the course/year to demonstrate that achievement. Can you provide some feedback on whether we should consider removing that statement? Should the final report in June reflect overall achievement in that course? Would appreciate your thoughts!

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Question

Greetings Ken, We have separated our Learner profile items(work habits, social skills) from our Academic grades. In Grades P-8 teachers report 3x per year on these items. We have many requests to provide a layout on the report card that has all three terms there to show the progress in these items. We do not currently have a similar layout for the individual subjects in the academic report and some feel it may lead to a similar request and feel this would be negative. Is this an appropriate way to show that progress on the Learner profile items?

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Hello Ken, we have teachers using PTGB and entering achievment level scores , 1-4 at the specific outocme level. They use student view to review achievement- all good! But, then they have to produce a percentage grade- which right now we will not be moving away from.DO you have some suggestions that we can use to assist teachers in determining a percentage grade? Some are creating a report and pasting it into excel to calculate a percentage grade. IS this appropriate?It is our reality! Your thoughts would be appreciated on this topic!

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Question

Our high school grading system is not consistent. Teachers are allowed grading freedom as long as they use the district grading scale. One teacher weights summative assessments 40% while another teacher of the same subject (using the same core tests) weights them 60%. As parents we have addressed these concerns are changes are happening. However, one proposal is to make the weighting progressive in math. For example, my daughter would enter as a freshman. Her Algebra 1 class would be weighted 60(summative)/40(formative), Geometry sophomore year 70/30, Algebra 2 junior year 80/20 and Adv Algebra/Trig 90/10 senior year. Although we are glad to see something happening, we are not sure the progression is the right way to go. Should the weighting be consistent throughout all math classes? We welcome your thoughts on this issue.

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Question

In your research and your posts, you frequently state that giving grades less than a 50% is not mathematically accurate. Your logic is that grading should be based on a 10 point scale for each grade. If I perform all of your other 15 fixes, giving students an ample amount of time and opportunity to complete a task, and a student scores 23/50 on a US capitals testfor their highest score (i.e. 46%), isn't that distorting what a student knows and is able to do by changing the grade to 50%?

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Question

My son missed about 10 days over a period of 3 weeks. He had been sick and had many Dr. apptmts, specialist, tests, bloodwork, mri's and many more test. He finally did get better after they found out what was wrong and gave him the right medicine. I did send emails to the teachers that he was sick and sent in all the medical notes that was needed. Anyway when he went back to school he went in everyday before and stayed after school to make up any tests, quizzes and received all the home/classwork he needed, plus any tutoring he needed cuz he missed so much. He went to the some classes more than others but he still made up all the work and tests etc. and his grades were raised except 1 out of 7 classes (high school). His teacher said his must make a high grade on his last test to pass. Well, he made a good score but not good enough. His overall score for that one class was a 69. He is in all kinds of extra activies which he has a chance to go to state but not with the 69 and teacher will not change or curve it to 70 because she says she never saw him in her class to make up things, But, he did turn in all the work he was suppose to and took all the test. He had 2 weeks to make up all passed work and still do the present work and projects. So I am going to fight for this to be changed because they do it for others, I could see if he had just missed school with no legitimate excuse and didn't make anything up. what do you think?

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Question

Hi Ken, my daughter has been a straight A student all of her life. She is an honor student
in her Jr. year of high school. she recently received her first B+ in Pre-Calculus. Her final
grade was a 92. and in order to ge an A- she needed a 92.50. This B+ has pushed her
down to the Distinquished Honor roll instead of the Chancellors's HR that she has been on
all of her HS years. Her GPA is 4.57. My daughter asked her teacher if there was any way
to pull her grade up that .50 %. He said no, the quarter was over. such a small %. to keep
her of the Chancelor's HR. Should we persist and ask for grace? What are your thoughts?
Thanks much.

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Question

I go to suny geneseo and in my class attendance counts 10% of my grade I missed one
day of class and then on my midterm I got a 52 and it's 30% of my grade can I still
pass? And also I checked and it says I got an e

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Question

I got an F in government in my 3rd nine week report card will i graduate

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Question

hey, i just needed help . if my grade is a B 85% and i get a C 70% on a test how much will my grade percentage please answer this i need it today or by march 16,2012. thanks

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I just got back a test today in Algebra and it was worth 100 points. I got a 19% on it and it is the first grade for the quarter. Can I still get my grade up to at least a D before the quarter is over or am I to far in the hole? She gives us homework everyday and they are worth between 5 and 20 points. Also in the quarter we will have 2 or 3 more 100 point test's. Thank you.

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I am curious about your thoughts on standards based grading and how it relates to students with disabilities. Our district is moving to standards based grading at the high school level and (I believe) will be equating a 3 from the standards based rubric to a B-(for example) and therefore if I only demonstrate understanding at a 3 then I will only be able to earn a B-. I understand the concept of the grade representing what I am able to do but I know there will be many questions surrounding this. Thanks

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Question

In your recent webinar- How to take the leap from Letter Grades to Standards- based Reporting... you talked about the difference between growth, progress and achievement. Should there be a disctinction in the first years of school on the reporting of our early learners? In our curriculum, considered to be developmental, they are progressing toward independence as readers, writers and teachers look for that growth. Is it more appropriate to use a code that reports on the progress of the development of those skills rather than the achievement? I would appreciate your thoughts on this!

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Question

If I got a B in the math section of my 5th grade report card, will that
effect me getting into AC math class in middle school?

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Question

Our school system is looking at a uniform grading system. How much weight/percentage do you think homework/classwork/test should be to get a true picture of what has been learned?

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Question

Hello Ken, In Power teacher gradebook there are a variety of ways that a teacher can look at a summary of their assessment information in student view, mean, median, mode, weighted mean with recent 3 being the default. Do you have suggestions for teachers on when it makes sense to use those options other than most recent 3? Thanks for your thoughts on this!

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Question

I teach in a low-income district - 73% free and reduced lunch. Many of the kids in this
district come from broken homes. They don't experience much in the way of
accountability from anything but lessons learned in school. In that way I believe school
provides much more than merely grades to these kids. I think it provides some sort of
foundation in their lives - maybe the only place where rules are enforced consistently and
fairly. If we eliminate those rules, as you suggest, these kids will not learn any of the real
life lessons needed to achieve success at the next level. They will learn that you can be
late to work, late in submitting assignments in college, tardy with responsibilities with your
family and friends and not pay a price. Cheating will be enabled without repercussion.
Absences don’t matter – and they will learn that being present is unimportant. What your
fifteen fixes do, is enable kids to be lazy, dishonest, and truant and not pay a price in
society. My question for you – in our society where accountability is already being eroded,
and families falling apart, where do kids learn responsibility if it isn’t in the school?

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Question

My daughter achieved 180/200 in OCR AS Philosophy year, and achieved 68/100 for her first A2 module - what percentage does she need to achieve in her final A2 module to be awarded an A overall?

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Question

What do you feel about REQUIRING students to make up assignments never submitted during their recess time? I would rather grade them on the knowledge of the subject than hand them F's for missing work.

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Question

The most significant concern I have about grades is that grading in
most classes is little more than a race. Students do not learn at the
same pace, yet there is a finite time period until the assessment.
Students gifted with a better memory will almost always achieve better
grades. I am not certain that grades reflect real achievement.

What are your thoughts on student guided curriculum so that students
focus on areas until they are ready for the assessment?

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What are some ways to deal with late work. I am talking about formative assessments that are not for grades. Should there be an immediate consequence, ie finish the assignment in a "second chance room" or give them ample time before any consequence?

Thanks!

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Peter got 30% for assignment 1,and 80% for assignment 2,then got 40% in the exam,his final mark is?

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If you got and F in citisinship and all a's tye rest of the trimester what would your final
grade be

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If I have an A in a class and I miss a 20 point summative assignment, how much will my
grade be effected?

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if i have an 87% in my class, what do i need to get on it to raisse it to a 90%, if the exam in worth 20% of the grade?

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if I have a 83% in English, and I don't do a project worth 5% of my grade, what will my percentage be in English?

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I have a 93% overall in my social studies class. If I make a 50% on a paper that is worth 100 points. What will my overall grade drop to?

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if a quiz is 40% of my grade what will i have to get to go from a 79 to an 85

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if you missed nine questions out of 35 what is your score

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Would you comment on the scenario below? I'm trying to make sense of the apparent contempt or intimidation the teacher expressed when she threw the work away. Shortly after this happened, I got a text from my son (10th grade) asking me to withdraw him from school and homeschool him. He got a zero for this assignment.

Email from me to teacher - I got this report today from my son:
Christian went to school today ready to turn in Spanish HW. He forgot that Spanish and math were switched. He went to math. He left his Spanish HW in his math book and did not bring it to Spanish class. After Spanish class he went to his locker and got the Spanish HW. As he gave it to you, you said very emphatically, “I don’t want this!” He left it anyway saying that he just wanted you to know he had done it. As he walked away, you wadded it up, and threw it away. Is this an accurate account from your perspective?

Mrs. S., I had already told Christian that I would not accept his homework because it was due during my class period. Had this been the first time that he did not have his homework, I would have allowed it but this is the second time this week that Christian did not have his homework. What I emphatically stated was, "this was due last class period, I will not accept this." Yes, I did crumble it up and throw it away because I was not going to grade it. Yet, some details were left out....1. Christian walked in late to class because he had stopped by the cafeteria to buy a chicken biscuit breakfast sandwich. 2. Also, we took an open note oral quiz and Christian did not have his notes out to take the quiz. In fact, as I walked around the room, Christian was the only one without any notes on his desk. 3. Later, when we were reviewing for today's test, Christian did not have paper nor pen on his desk but was turned around talking to another student.
Christian did come to help class yesterday afternoon but even then when I asked him questions, he depended on another student's notes to answer my questions.
Since next week's test is a review of material which Christian struggled with, I will be emailing you a copy of my Power Point notes so that together we can help him better prepare. Have a good day!

________________________________________

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I went into my science provincial with 75% and I got 68% on my science provincial and my science provincial is worth 20 percent of my mark. (my mark i went into the provincial with is worth 80%) what is my final mark in science with everything put together?

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Hi Ken,

We are currently using PowerSchool with our Outcomes-Based Reporting. Right now, we are encouraging teachers to only assess the standards attached to an assignment, and not the assignmnet itself. We understand this is good practice, however we are running into some issues with Parent Portal then. If we do not assess the actual assignment with a raw score, nothing shows up in Parent Portal, which is a real shame. Is there a way for Parent Portal to show the name of the assignment and then the assessed standards that are attached to that assignment? Because we want Parent Portal to be an effective communication tool, we are tempted to begin putting in raw scores under the assignments so that at least parents can see this. I'd appreciate any of your ideas or thoughts!! Thank you so much :)

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Hello I have an 87 in my class my final paper is worth 40 points what do I need to get on my paper to get no lower than an 80 in the class?

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I have a B in a class, I recently just got a C- on a test, what's my new grade?

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what can I do to get a better grade than an 88 in physical education?

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I believe that you mention Dale Skoreyko in one of your books--which one would that be?

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If you get 7 questions wrong on a test with 50 questions, what is the percentage?

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If I sighned up for 27 hours of school and passed 17 hours whats my passing percentage?

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if i missed 2 questions out of 5, what would be my grade?

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If there are 31 questions and i get 6 wrong what is my grade???

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We are trying to implement Marzanos 4 point rubric (using .5 increments) but are having difficulty making a decision on how to convert to percentages as we transition away from normative assessments. Your thoughts!

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If 25% of my grade is 58.44% and 25% of my grade is 66.22% and 50% of
my grade is 87.64 what is my final grade

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Giving marks for quizzes and assignments often boosts the marks of students who are
hard workers but struggling--or have trouble writing exams. Of course one hopes that
they will also learn material as they do the work. Why would one want to take this
opportunity to get credit for work done and the incentive to do the work away from them?
"0 until you do this" works as a good motivator in many teacher's experience.

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If I got three questions wrong out of 10 what would my grade be ?

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I received 32 out of 100 on an exam. What is my final %?

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Where would I find research supporting the no zero grading etc? I have been perusing your
material and am finding no documentation or bibliographies pointing me to research.

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My son attends a York Region public school. If you average the marks on his latest report card it equals 81.3% (total of reported grades divided by the # reported). The school did not include him on the "honor roll" (average 80%+) as they calculate the average differently. They told my son they take an average of each subject and then calculate the average for the report card. For example they average about 4 different math marks to come up with one. Do you think this is correct? I believe the the more averages you take, the less accurate the final outcome will be. Do you recommend pursuing this with the school board? The same thing happened last year.

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I have an 87% but i just got an f on my 60 point essay. what will my grade drop down to?

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I have an 87% but i just got an f on my 60 point essay. what will my grade drop down to?

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What is the value of final exams at the high school level worth 20 percent of the final
grade? We are seeing that the final exam grades are significantly lower than the term
grades. Thank you. Your thoughts are greatly appreciated.

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Hi Doctor,
I would want to inquire a substantial urge of knowing whether failing quizzes would
affect your overall average, since right now i'm in grade 11? Also, i would want to whether if
my grade 11 marks affect my university opportunity.

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I have a 74 in L.A. right now and I got a 100 on a worksheet that is 20 percent of my grade how much would it raise my average and what would it be?

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What would be your grade if you missed 1 out if 29?

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If I have an 85 in tha class and get a 0 on a major grade
how much wuld it go down or what wuld it be

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If there are 22 questions and u get 6 wrong wats the grade

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In Alberta, is it required of teachers to bump a mark from 79% to 80%?

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there are 20 questions on test. I got 8 wrong what would my grade be

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what grade will i receive if i get 1 wrong out of 7 ?

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what is the procedure when 83% of the students of one class fail math
midterm test ?

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if i have a 85% and added 40 pounts what would my total percentage be after???

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I need a 80% on a test of 100 questions how many can I get wrong

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Question

Why would a teacher use an 85 as a max on an
exam unstead of 100. The test is made up of fill
ins/matching/short answer etc. all valued
differently

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If I have a 100% in my class, and I miss a 20 point assignment, how much will it affect my grade? What then will my grade be? Also, would it affect my grade differently if I had a lower percentage in the class?

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If I miss 5 out of 20 in a test, what should my grade be?

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My average on mt progress report was 80% and I made a 100 as a test grade which is
50% of my grade. What average will I get on my report card?

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If I got 12 out of 31 wrong what is my grade for that test

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Question

26 questions 1 wrong what is percentage right and how do you caculate?

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I have got 2 zeros for daily grades and I want to know what it had done to my
average of 87%

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i got 4 questions wrong out of 26 questions on a new york state test?
wat will be my score?

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Whatt if I would I got 3 out of 40 questions wrong?

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If I got 17 out of 25 questions correct, would would be my grade?

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Anoka-Hennepin School District report cards does not show the learning targets across the report cards. So,it is a class and a letetr grade after it. When I give a re-test on a summative assessment, I know I should give the higher of the two grades, which I do. However, how can I show the parent their child was at a C for a learning target two weeks ago, but has shown growth and is now at an A? Unless I have both grades (the original and the retake) the parents can't see any growth on the grade reports. Ideas?

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My daughter is in second grade and the only grades she receives for math and reading are from the school district's reading and math curriculum's theme/skills tests (Houghton Mifflin and Saxton) at the end of each quarter. This is a high stake test in which I don't feel shows what she has learned or lets me as a parent know what her strengths and needs are. What information/ideas can I present to her principal as to why this is not the best method to use? My daughter is beginning to get lots of test anxiety as well. Thanks!

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Hi Dr.- Here is a perfect example of teachers frustrations after implementing 15 Fixes-. Do you have any advice for me? I am a teacher-leader in grading and assessment and I don't always have the answers for the 150 teachers I work with. Please advise:

Hey Lisa,

I’m just curious as to what our building’s “official” stance is on penalizing late work. I know according to 15 fixes that this is not the best practice. I have discontinued penalizing late work for the past two years after reading 15 fixes. However, now it seems as though my students’ motivation for getting work in went from little to none.

I have called parents, assigned detention and written referrals for major assignments that have not been turned in. Too many of our kids couldn’t care less. As a result, I have a ton of students who are failing (more than ever before)! Has our grading committee discussed this at all, and what kind of direction is our school going to head with this dilemma?

Thanks!
Julie

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First of all I am middle school teacher trying to do what is best for kids. I have read the book 15 Fixes to Broken Grades and I am currently reading Embedding Formative Assessments by Dylan Wiliam. I read the book Fair Isn't Always Equal by Rick Wormeli, in the book Rick suggests getting rid of a point system and using SBG, on a four point scale. I teach English and Reading. My question is what does that look like? I understand what it would look like for grading a paragraph or essay, but what about when it comes to grading a summative assessment on fact and opinion? The students read a paragraph and answer multiple choice questions pertaining to fact and opinion- 10 questions lets say- usually it would be the student earns 7/10 for a point scale grading system. How would I grade that for standards based grading? Just by the student earning a C, I don't see the difference in using the point scale vs SBG? Please help me! I am a teacher leader in grading and assessment for our school and this question comes up when I mention that it is best practice to get rid of points---I feel I am missing something. Thank you so much for your time! What a great resource for teachers who are trying to do what is best for kids in grading and assessment :-) I look forward to hearing your response.

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I got a 52 on a quiz and quiz grades count as 20 percent how much will it bring my
average down if I have a 99?

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if theres 6 possible and you miss 2 whats your percent

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39 wrong out of 90

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If i got 12 wrong out of 40 questions, what is my grade percentage?

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7 students took a quiz. 4 students recieved an 85%. what % recieved 85%?

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I got 88% at AS for History with OCR, what is the minimum percentage I
can achieve at A2 and still get an A overall?

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IF THERE WAS 9 QUESTIONS AND I MISSED 4 WHAT GRADE IS THAT

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my report card is a 92 in reading i missed 18 out of 20 questions what
is my report card grade now

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There are 6 grades in semester. The first grade a 90 worth 15%. The second grade 94 worth 20%. The third is 100 worth 5%. The last three tests have not been taken.but what is the average based on their % worth. I am guessing it is above 92 what the averag of 90 and 94. Thanks

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what would your grade be if you had 25 questions and you got 9 wrong?

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i took a test that had 23 questions and i missed 8 what is my grade ?

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what would my grade be if i missed 19 problems out of 80?

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Is it correct, the more you allow each assignment/test's possible points count, the better the students' average(taking the total possible points divided by total earned points).

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There were 72 questions and I missed 17. What is my grade

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What percentage would would given on a test with 190 questions with 37 being wrong?

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If I have a 100% in a class and get a 40% on a test and tests are worth 40% of my grade, what grade will i have in the class?

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If I miss 10 questions on a test worth 30, what will my grade be?

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what is my grade if I missed one question out of 6

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If I miss one quetsion out of five would would my grade be?

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assignment and exam worth 50 percent each to get a 2:1 in uni (60 percent or above
overall) and I get 53% in assignment how much would I need to get in the exam?

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out of a 25 question quiz, how many could you miss & still get an 87

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if i am getting a 91% and fail a exam worth 20% what will my mark be ?

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What's your grade if you miss 6 questions on a 40 question test ?

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I am an elementary school principal in a district that has changed our grading system.
We identified Power Standards for each subject. Students recieve a grade (Exceeding,
Meeting...) depending on the number Learning Targets assessed that make up each
Power Standard taught and assessed. Students either get an IP (In Progress) or a Y (Yes)
for each Power Standrad on their report card. I believe we should move to a Scale for
grading (1.0-4.0) aligned with Rubrics. I need help convincing them that this is the
right thing to do. What do you suggest I do?

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If I took a test that had 75 questions and got 13 wrong, what is my grade
plz?

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If I got 1, 2, 3, 4 wrong out of 6 on a test with a possible score of 100. What score would I get?

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hi im in college and are having chemo therapy. i wrote a letter to my instuctor to me allow
me to send the work in..how many Hundreds does it take to make up a zero grade

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Our school has started using a data dashboard for every skill.In math my child is advanced however usually forget's to label eventhough he get's the correct answer.Also forget's to show work many times.His teacher counts them all wrong.When the "data" is put into the system it shows that he has not mastered the skill eventhough he has mastered the skill but didn't label.......what do you think about this problem? Thanks!

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If I missed 4 out of 11, what is my grade?

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what is the percent if i got 1 question wrong on a 8 question test?

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What would my grade on my math test be if i got 10 out of 14 right?

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I got 88% on my science test out of 100% and there was 50 questions how many
would I have gotten wrong?

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I had 65 questions on a test and I missed 7... What is my percentage??

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Question

I currently have 85.69% in math. There is a test coming up and tests
are worth 50 percent of the final grade. My current grade in the test
catagory is 76.76% What grade would i need to get on the test to bring
it up to a 90%?

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I have a 70% and i get 10 out of 10 on a spelling quiz what will my percent change
to?

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If I got one question wrong on a 27 question test, what will my grade be?

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I had made a 76 on my test. My grade is a 75, what will my grade be now?

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I am looking for advice on how to encourage teachers to move from task-chasing to a Learning Outcomes based approach. Punitive marking has resulted in a high number of student failures in specific subject areas. I have shared your 15 fixes, but I am wondering how to reach that critical mass to influence change in our school.

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What is the score missing 3 questions out of 30?

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Ummm.... I got a 68 on my math probability mark and i want to know if
they bump it up or will it stay a 68? I got like 70-90s in like
everything else . and also in drama we had to write a journal and we
did a presentation and thats all thats gonna be on the report card. i
got a 2+ on the journal but i nailed the presentation. what do u think
my percentage for drama is around? Thanks

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Considering Standards - Based reporting such as Physical Education- How do you separate "behaviors" such as effort and dressing for participation from the "grade" or should they be separated in participation based classes?

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if there are 15 problems on a test and you miss 4 what is your grade

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Question

Can a outcomes-based report card be constructed in Power School?

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Question

If a test is worth 110 points and tests are worth 50 percent of your grade how much is
this test worth

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I had a 78 and on my exam which counts 15% i got a 58 and on a project
which counts 15% i got a 68. Whats my grade now?

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if there's 6 questions and you miss 2 what is the percintage

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Question

Instead of assigning "zero" for missing work, could you please give some ideas for alternate
consequences that have been effective with high school students. Thank you.

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If I have an 89 in the class and I get an F on a quiz thats worth 50% of my grade, about what
will I have and how hard would it be to get back up to at least a B?

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If I take a test and it has 25 questions on it and I want an 80% on it , how many can I
miss?

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My son got one wrong out of 11 questions on his math test. He received a grade of 72 is that correct. There does not appear to be any weighted grade on the test per question.

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I am geting 75 in Spanish I got a 68 on my quarter test which is worth 40%of my final
grade for the quarter what is my final grade

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What percentage would you get if you missed 1 question out of a 6 question math quiz?

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If there are 61 questions on a test. The multiple choice are 2 points each and the fill ins
are 1 point. If I get 12 multiple choice wrong and 3 fill ins what is my grade?

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If I have a 50% and a 90% on two different tests what is my percentage?

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Do you have any idea about the Zero-Based Grading System?

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if there was a test with 15 questions and you got a 60% how many did you miss?

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Dear Mr. O'Connor,

I teach grades 9 & 12 language arts at Northpoint Expeditionary Learning Academy in
Prescott, Arizona. Last November, I attended an EL Institute on Grading & Reporting, and
since then I've decided to reform my grades. Northpoint already does a number of the
"fixes" you talk about in your book. But, a sticking point has been not giving zeroes for an
academic grade when work is not turned in. For some reason, this gets the staff's emotions
going. They also fear that there is no accountability, and they fear there is not a good way
to report missing work without the zero there. We use JumpRope, so I am able to report a
zero for a Habits of Work grade and an M for missing as an academic grade. Parents are
able to see those grades. We also have a Friday School program (our normal school week
runs Mon - Thurs) for students with low Habits of Work grades, providing accountability
without punishing students by artificially lowering their grades. Still, many on staff are
resisting. Our director is allowing every teacher to do what he wants, so I and one other
teacher are forging ahead, piloting a program without giving zeroes for missing work. I am
wondering if you have any suggestions for this predicament. How would you handle this
situation and try to bring other staff members (some of whom have had similar PD as I
have) on board? Much thanks for any help you can provide.

Sincerely,

Jeff Dyer

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if i got 1 question wrong out of 11 and it was 3 days late and every day it was late 1 point was subtracted what would my grade be??

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Question

If i have a 96% in my class right now, i just took my final and recieved
a 50%, and my final is worth 20 points what will my end grade be?

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I got a 50% on my science midterm how will this affect the 78 i got first semester?

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If my mark is 78 percent before the exam and I get a 95 percent on the exam and it is worth 15 percent of the mark , what would my final mark be?

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Mr. O'Conner,
One more question regarding the private school mid-year grade change. Administrators tell us if they include our child in class ranking with the 5pt scale applied (in-house) to college courses taken this year(senior) it will be unfair to the kids sitting at 2,3 and 5 with the 5pt applied to their ap course(junior). Our child would move from 4th to sharing 1st. Our child has been alone in 1st since freshman year. In what way would this be unfair to 2,3 and 5? Again, to us it seems the mid-year change gave advantage.
Thank you.

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http://dennisssblegh.com|dennis

hello
Lovely site

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i have an 80 in my class and i got a 0 on my research paper thats worth 25% hat will my grade go down to

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I have an 87% in the class. If I get 80% on the final, which is worth 15% of my mark, what will my final mark be?

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if i have a 83 average and i get a 52 on my exam that is worth 30% of my grade what will my average be

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Question

I got 8 points on a paper out of a possible 12,
what would be my grade based on a normal grade
scale

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I'm involved a pilot of a standards-based report card and am not sure
what to do with students whose learning needs are out of grade level;
e.g., 7th grade student who is learning 4th grade reading/language arts
or another 7th grade student who is learning high school science.

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My school changed to a more standard based grading and are following Tom Guskey's philosophy. Our GPAs are lower now and I am worried about college admission. They keep telling us that colleges will look at the student's GPA in comparison to other students in his class and not other students? How is that possible? My GPA is now 06 lower than what it was before and we have fewer things being graded. Fewer assessments since homework and quizzes are not considered part of the achievement grade. Help make sense of this!!!!!!!!!!!

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What is the percentage of missing work if there were 17 assignments given and 6 were missing.

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Question

Will a late affect the assignments overall grade? If I get a 90 percent then will the late bring it
down or is there a certain amount of percent you can have if the assignment is marked late?

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Question

I got 94% on my report card and got 70% on my exam and my exam is worth 20% of my final grade how far did it drop.

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Question

I have a 25% on my report card then I get a 100% A what will my grade on my report
card become?

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I'm getting a 77% in one of my classes right now but I got a 20/40(50%)
on my last assignment that weights 5.1. What's my mark now?

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The private school our kids attend changed the grading system mid-year last year to improve the grades of kids struggling with AP courses by adopting a 5.0 scale. This year the class ranking has changed due to this mid-year change. The school plans to drop the 5.0. Our child moved out of first rank as she was not in the AP course due to her schedule. She planned to take the course this year but they dropped the class. She has taken 3 college courses this year concurrent with high school and carried a 4.0, however the school will not figure in-house a 5.0 scale for these courses. This move out of the ranking takes away scholarship dollars. Can private schools do as they please in these matters? Is there any recourse for families? It seems odd, unfair? to change grading policy mid-year.

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I forgot to turn in a paper, therefore I probably got a 0. What would that do to my grade? Before, I had a 98 in the class.

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I got 11 right out of 20 questions.

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I go to Brown Mackie College and I want to know If there are 50 questions on a test and you only got 32 questions right what would be the score for that test? The other question is if you have 50 questions
and you only got 40 right what would be the grade for that?

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If I have an 80 average in a class, and I fail a summative worth 7.5% of the final mark, what is my new average?

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If I have an 84 in class and then get a 100 on a quiz how much will it bring up my
grade?

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What do I have to get on the final if I have an 88% in the class and the final is worth 10%.

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I have a 99 in guitar class. I missed 2 assignments and got 2 zeroes. What is my grade
now?

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if i have a 90% in math and i got a 76% on a math quiz how will that effect my grade?

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If I am getting 92 percent in science and my final exam is worth 20% of
my mark and I got 70% on it what is my final mark? Can you show me your
calculations?

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I have an 85 in my ASL class, how much will it drop if i get a zero on a
test grade and a daily grade?

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i have a 87 in the class the final is worth 15% of my grade. what grade do i need to get on the test to get and A in the class

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I currently have a 68% in math, the exam is worth 30%, what do I need to
get on the exam to have my mark above 50? above 65?

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I have a 99 percent(A+) in math and there's a 35 question final tomorrow. That final is worth 100 points. The final is also 20 percent of my entire grade, so how low can my grade drop to if get a C on that 100 point final?

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if i have a 90 and i get 100 on my exam worth 15% of my grade, what will my final mark be ?

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If there are a total of 15 questions on a test, and you need an 80% to
pass, can you tell me how many you can miss? What is the percentage if
you miss 1, 2, or 3 questions etc. And how do I calculate that?

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Hi i have 80% in my math class and i want to know if i can get an A by
getting 95% or higher on the final that is worth 15% of my grade.

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I have a 96 percent in spanish, and there's a test worth 50 points. If i get a c on that test, how low will my grade drop?

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What is the score if you miss 2 questions out of 9questions?

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I currently have an 87.1 in my film class. we took a final today & I got
an 84 on it, which accounts for 10% of our grade. is my grade the same?

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If I have a 90% in math and I take the final exam which is worth 30% of my final mark
and on the exam I get a 60% what would my final mark be for math class?

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If a test is worth 50% of my grade which is at 91% now and i make a 50 on my test
what would my grade be

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If I had a test of 30 question an I missed 11 what's the number grade ?

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My child had a 90% in Social Studies. She took an exam at the end of the
semester and got a 73%. Her grade is now a 76%. Can you tell how much
that one test was worth?

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if there is 12 questions on a test at 3 points apiece and i miss 2 questions what is my grade

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I have a 90% in science. If i get 25 bonus points what will my grade be?

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1. How should multiple scores in a single standard be tabulated? (Mean, median, mode, average of 3 most recent , highest?)

2. Should there be an overall standard grade for a class or should there just be a grade for individual standards?


3. Should we have decimals in standard grades? (At this time a student can’t get a 4 unless all assessments were all 4's.

4. In Powerschool, using standards based grading, how do we report missing work?

5. How do we report behavior, work ethic and citizenship?

6. In terms of athletic eligibility – what constitutes ineligibility based upon standards?

7. How or can we have an honor roll?

8. Should there be assessments and assignments displayed during the trimester so that parents can see how their student is progressively doing?

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if I have a 70 in math, what do i need to get on the exam which is worth 30 percent of my total grade to reach 80 percent overall

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I missed 3 questions out of 35 what would be my score?

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I have a 70% in Science 10 and my final is worth 30% of my mark. What do I need for a mark on my final to keep me above 60%.

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Question

If i have seven question quiz and Its worth five
points and i scored three points how many Did i
miss?

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i have a 85 in science and the final exam is comming up if i get a F on this test and it is 20 percent of my grade what will it make it go down to

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If the test has 79 questions, what would the grade be if I missed 9 questions

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i got a 85 on a test... what will be my grade if the test is worth 15 % of my grade??

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I got a 88% on a test ...what will be my grade if the test worth 5% of my grade?

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I currently have a 93% in one of my classes. If I happen to recieve a 0%
on an assignment that is worth 15% of the course, what will my new grade
be?

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Question

If I'm getting a 96 overall in math and I get a zero on a task worth
10%, how much will my grade drop?

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if i get 10 questions wrong out of 23 whats my percentage

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My average right now is 93%, on my exam that is 10% of our final grade I got 50% what is my final grade now

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Question

I have a low c in my math class if I missed
two summutives that were 70 and another
one 78 points what would my final grade
be

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Question

Greetings! Our English Department has been using your achievement model grading system - modified - we use 80 percent achievement and 20 percent effort. we have been inconsistent with make-up work policy though - what are your thoughts on make-up work (more importanty - time frame issues.

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If i have a 87.3 in my Spanish class then i get 50 points what would be
my new grade.

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if i had 61 questions and i got 9 wrong what is my grade?

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If i miss 5 questions on a 15 question test whats my grade

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if there are 22 questions and 7 are wrong what is the grade percentage? if there are 22 questionsand 4 are wrong whats the grade percentage?

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if there is 22 questions and i get 6 incorrect whats my score ?

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Question

i didnt do an assigment that was worth ten percent, my grade is currently 69, what will this do to my grade?

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if I miss 3 questions on a 20 question quiz what is my grade?

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my son made alpha honor roll in this semester he made 7 A'S and 1 B can he make alpha honor roll with 1B?

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If there are 40 questions and I get 35 right what is my grade?

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what is my grade on a 75 questions test and i have 60 correct answers 15 incorrect answers

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In test of 25 questions helen missed 6. What percent did she have right?

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We are looking for some guidance about what to do with a student who is caught cheating in
a standards based reporting system. Giving a 0 or an F does not fit into our current practices.
Thank you so much.

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Question

If my current math mark is 44%, my final exam is work 20% of my grade, what do I need
to get on my final exam to pass my math course?

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If I avereaged an 85 in math and got a 75 on a final exam worth 20 percent of my
overall grade, what will my final grade be?

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If I scored 15 out 27 right what's my grade?

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Question

My grade for math is 87.19. My assignment is worth 25% of my grade. I got a 100 on
my assignment. How many points do i get?

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i missed 9 out of 40 questions
what is my grade?

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Question

If I get at least an 80 on a semester exam (for middle school,) how mnay points will my grade go up? What about for a 70 on the exam?

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If i missed five questions on a test of 16 questions, what would my grade be?

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My son is in 5th grade. He has a worksheet with 10 problems on it. The teacher marked one wrong and gave him an 88, is this correct?

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Hi Ken, Our province has just developed a 4 point rubric of achievement levels to be used in assessing student work. Currently, for those schools using outcome-based assessment, teachers have to convert rubric scores for achievement to a final letter grade based on the number of outcomes met during the reporting period. (From quality 1-4, to quantity-A=all, B=most,C=some and D=few) Many have come to realize that these indicators do not mix well! So now our province is discussing changing the A-D descriptors to be more qualitative and are looking for some consensus on qualitative descriptors. I know many provinces across Canada are using 1-4 as reporting codes and I am thinking our qualitative descriptors for 1-4(which refer to level of understanding and skill application) should also be our report card achievement descriptors as well. Why have two different symbols that basically refer to the same thing. I get that the descriptors need to be specific to content, in student friendly language and co-constructed or at least student reviewed, when using rubrics to promote student learning and give descriptive feedback, but can the more general rubric also be used as evaluative and for reporting overall student achievement on report cards? (we also include anecdotal comments with students strengths, challenges and suggestions for improvement). What are your thoughts? If we should be looking for good qualitative descriptors for our A-D reporting codes, can you suggest some good resources? Thanks in advance!

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There is 60 questions on my math test I got 3wrong out of all of them, what is my grade
?

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what is the percentage if I got 83 out of 90 questions

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what is the grade of 59 wrong out of 190 questions

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i got 605 out of 700 for formatives which is 65 percent of my grade i
got 26 out of 26 which is 10 percent of my grade and i got 91 out of 100
which is 25 percent of my grade. What is my final grade?

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Is it illegal (in NYS) for a teacher to deduct points from EVERY student's test if she is only accusing SOME of the students for talking. A test is a test based on academics, not behavior.

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I am part of a committee that has been working on outcomes-based reporting for K-6 students(sbp) and helping teachers use PowerTeacher correctly. Many teachers and administrators do not have a full understanding of how to report using the outcomes in the grade book. How do we get the teaches to focus on the achievement of the outcomes, not on the marks on a test? These questions were asked by some administrators and I'm not sure I understand what they are asking. Our committee would appreciate an asnwer to these questions, please. I did look over every single question and I didn't find one that answered these questions completely. Thank you for your time and consideration of this request.

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There is 40 questions and i miss 22 what grade is it?

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if someone got 4 out of 5 questions right on a math quiz what will the grade be in percent

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Dear doc, if I have an 83% right now in history, and I don't do a project that is worth
80 points, how much will my grade drop? Thanks :)
-Sierra

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dear doc,
right now in math i have a 82.3 and i just took a test and got a 62.5 on a formative. what
would my grade be now and how could i improve it because the quarter ends january 20
thank you,
natalie

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If it was given in the teacher's syllabus that five points will be taken off every day for worked turned in late and later the teacher choses to ignore it and gives zeros, can we talk to the admisnistators?

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if u had 20 qustions on a 9 weeks test and u missed 5 what would u make?

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how do you find 15% of a grade when the grade percent in the
class is 76.11%? how do you deduct a percent from a percent?

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Dear doc, i have a 87.3 in my math class ( middle school only) and i got 26 out of 50..
Yeah reLly bad its only first semester and it counts as ten percent of my grade. What
letter grade and percent would i end up with?! Woupd i drop to like A d?!?! Please
answer i have been searching for hours on how to solve the problem but i cant find
anything! Please please help
From a concerned middle schooler searching for help

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Dear Ken,
I teach at a Private school with 200 students in grades 6-8. I implemented SBG last
year and was hoping to get our new hire on board this year (I believed we had an
understanding when we hired her). So far this year, I have gotten nowhere with her.
My principal says he wants to implement SBG school-wide but is very loose in his
leadership. I am so frustrated with the way she is assessing, things like grading
student's performance on math games, meaningless sounding homework assignments
and one or two quizzes for the entire year, that I am ready to quit. My principal
absolutely loves her so I am at a loss. Any ideas?

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I am doing research on standards based grading systems used in US
schools. Do you know what percentage of secondary schools in the US use
SBG? I imagine that 90% or so of school districts still use tradtional,
percentage based "academic" grades. Am I close?

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I have a 69 percent in math. I got four 5 out of 5's on homework assignments. What
will my grade be?