Page 59 - EdViewptsSpring2020

The 100-point scale was eliminated assessments based on the standards students did not complete work,
and changed to a 0- 4-point scale. and reflect on the increasing complex- they scored at 0)
While the 0 score still existed, it was ity of the standards. Tests became • Enriches school culture as
not so dramatically removed from shorter but more focused. Students teachers work together to develop
the 100 and did not skew grades as received multiple scores in the grade- their assessments
dramatically when applied. Student book, because the assessments The new grading practices are all
grades now reflected a college GPA. addressed multiple standards. Scoring not only supported by the Connected
An A was a 4, B a 3, C a 2, and below rubrics were used to categorize the Action Roadmap but also deepen
2 was failing. performance of students’ work related the relationships between student
The time limitation required some to the levels of expectation described learning and classroom instruction,
more creative work. Similar to the in the content standards. assessment, and instructional
process used by DuFore at Adlai These changes demonstrated that effectiveness as well as professional
Stevenson High School, any student PCSST had recognized the need for learning communities. Standards are
scoring below a two (2) was required modification in teacher and administra- central to the curriculum. Assessment
to attend an intervention session with tion practices that would benefit stu- is based only on the standards. PLC’s
their teacher to get further instruction dents and provided a grading system are an integral part of the practices
or complete additional practice work. that was equitable for all students. The at PCSST. Instructional practices are
These students were then allowed to new system: adjusted through the intervention
retake an assessment and replace • Holds students accountable for program to maximize student
their failing grade. The entire school achievement of the standards achievement. All this has positively
schedule was altered to provide time • Provides support for students affected the climate and culture of the
for these intervention sessions within who are not capable of achieving school to be one more supportive of
the school day. An enrichment period those standards on their first try students and their learning.
was developed to accommodate
students who did not require an • Eliminates inflation of grades for
intervention session. Response to students who play school while
Intervention became a working part of also eliminating grade deflation
the school culture. for students who have poor work
With the schedule changes, PLC time habits
was also incorporated into the typical • Attaches fairness along with
work of the school. In PLCs teachers accountability to the 0 score
were able to develop more appropriate (Grades were no longer skewed
by the errant 0 score, but if

References
Brookhart, Susan, (2013). How to Create and Use Rubrics for Formative Assessment and Grading, ASCD, Alexandria, VA.
Dueck, Myron, (2014). Grading Smarter Not Harder: Assessment Strategies That Motivate Kids and Help Them Learn,
ASCD, Alexandria, Va.
Marzano, Robert, (2000). Transforming Classroom Grading, ASCD, Alexandria, Va.
Marzano, Robert, (2006). Classroom Assessment and Grading That Work, ASCD, Alexandria Va.
O’Connor, Ken, (2011). A Repair Kit for Grading: 15 Fixes for Broken Grades, 2nd Edition, Pearson, Boston, Mass.
Reeves, Douglas, (2012). Solution Tree Press Bloomington, IN.
Vatterott, Cathy, (2009). Rethinking Homework: Best Practices that Support Diverse Needs, ASCD, Alexandria, Va.
Vatterott, Cathy, (2015). Rethinking Grading: Meaningful Assessment for Standards-based Grading, ASCD, Alexandria, Va.
Wiggins, Grant, (1996). Honesty and Fairness: Toward Better Grading and Reporting, In T.R. Guskey, Communicating
Student Learning: The ASCD Yearbook 1996, (pp. 141-177) , ASCD, Alexandria, VA

About the Author
Dr. Joseph Miceli is a retired former Principal and Assistant Superintendent with over 35 years in public
school education. He is currently an educational consultant and NJL2L mentor. Dr. Miceli graduated from
Rutgers with his doctorate in Educational Administration in 1995. He currently resides in Garwood, NJ with
his wife of 40 years.

Educational Viewpoints -57- Spring 2020