Grades are comfortable. All of us relate easily to them because it allows us to feel in control, like putting people into boxes- she's and "A" student, but he's a "C" student. Now that we've got that figured out, we can move on... Grades, regardless of how "objective" people like to think of them, are always subjective. Who determines what content to grade, and why is it important? How is a a "C+" to be compared to a "B-" and what real difference does it make anyway? When I was an elemenatary school principal back at a private school in the 80's, one of the first things I did was eliminate grades for K-6. I replaced grades with competencies that I and my teaching staff developed for each grade level. The results were a much better understanding of what each child knew or didn't know. After all, we wanted to educate these kids, not just "grade them" and pass them on to the next teacher. With the change I made, instruction was then targeted to addressing the skills that were lacking. When I left this position, the school reverted back to graded report card. Traditional, and more comfortable. Home schooling by it's very nature, is risky, but liberating. I could email you a list of the learning objectives I've used with my own children (now grown) if you like. Curt Curt
It isn't about right and wrong as to whether you grade or don't grade. Some people just feel more comfortable about how they as the teacher are doing as well as to how the student is doing when they grade and have something in black and white that shows that everyone is learning. In my state, we have to either 1. keep a report card or 2. do standardized testing. So I do grade their work and give participation grades as well. I like it because it holds me accountable and shows me where I need to work on my "teaching" skills and where the children need help in certain areas.
In the early grades, I'm more concerned with them mastering the material than with grades & tests. I'll correct their assignment, then go over it with them. They have to correct all incorrect answers. If they got a lot wrong or can't figure out what their mistake was, I know that we need to work more on that area before we move on. We introduce grades & tests gradually. By the time they are doing all High School level classes, they will be graded on all assignments & taking tests in all subjects. Since I don't want it to be a shock to their system, we start grading & testing in one or two subjects around 4th or 5th grade. Then, each year we add another one or two subjects, until we're doing it for all subjects. Art & Music are pass/fail. If they put in effort & do all of their assignments, they pass. If they don't do their assignments or rush through them with no effort, they fail. Hands-on projects are graded strictly on effort and if they followed the guidelines for the project. Writing assingments are graded on effort, how well they followed the guidelines, and correct usage of the English language (spelling, correct word usage, puntuation & grammar). With things like worksheets or Math assignments, I correct them & that is the grade they get. However, they still have to go over all incorrect problems & fix them, to make sure they understand the material. If they do really bad on an assignment, we'll go over the material again & let them redo the assignment. We'll then record the better of the 2 grades. That way, they aren't being punished for not understanding the work. Again, though, we don't grade anything until 4th or 5th grade. We usually start grading Math & Foreign Language first, since they have definite right or wrong answers - either you translated the passage correctly or you didn't, either you did the Math problem correctly or you didn't. There's no middle ground, either it's right or it's wrong. Anyway, that's what works for us.
I agree completely. However, the State in which I reside does not. Report cards with standard grades are expected as part of our portfolio.
If I didn't have to grade, I wouldn't. At least not until high school when transcripts for future college applications become important. And now that I said that, I guess I don't know for sure. Because, as I already said, DS actually likes getting graded.
We are not in a state that requires it but I keep track of it just for myself. Now what I do is grade the paper right after they do it so it is fresh in their minds. Now I circle in pencil the ones that are incorrect. That gives my kids the chance to fix them. Now when it comes to how I grade the ones that was corrected I give half of the point. So if it was a 3 point answer they get 1.5 5 point answer 2.5 so on. Now I don't do the C+, B- thing it is either a C or a B. This is the grading scale that I use. Grading Scale 93 – 100 A 85 – 92 B 77 – 84 C 70 – 76 D 69 – 0 F
I think its importatn to check thie work, because if you dont how do you know if they are getting it correct or not? That type of "grading" is important. But giving it an A or what not, that is only imporant when you get to high school transcript age
Yes. Let's maybe clarify the terminology -- to go over an assignment of daily work for correctness, I call that checking, but checking and marking a quiz or test and figuring a percentage of right answers, that (to me) would be grading. For me, anything below 80% is unacceptable. Therefore, I have only three possible grades: A, B, C, or do it over. However, I don't use letter grades except S, N, U for primary graders, i only report percentage scores. Forgot to say that when my kids go back to public school, I send their report cards and achievement tests they've taken. When I do that, I report letter grades on this scale: A = 94-100, B = 87-93, C = 80-86
Yeah, I check my boys work also. I just don't give them grades like A,B, or C. If their work is incorrect, I do have them take a another look at it & correct it. I just didn't know if I was making a mistake by not giving my boys the A,B, or C grades right now. I'm so glad I found this forum...I learn so much from you all! Thanks!
This was the grading scale I used which is Abeka's grading scale. I would mark the problems wrong and then they were required to go back and fix the error so they would understand why the missed it. A+ 99-100 B+ 91-93 C+ 82-84 D+ 74-76 A 96-98 B 88-90 C 79-81 D 70-73 A- 94-95 B- 85-87 C- 77-78 F 0-69
I grade like they do in school, but I let her grade her own work with the answer sheets that way she knows where and what she messed up on that way she knows for next time. It has worked pretty good so far, and she thinks it is fun to grade her own work, plus it saves you time...lol.
I don't grade my kids except...for the days my daughter wants a grade. She begs for one. Especially when she gets all of the answers right. Then she wants me to write "A+ Excellent." LOL
scottieG that is a great idea! When mine wer eyounger like yours thats preetty muh how we did it, only it was star, and the grade and 1oo %
