Page 61 - EdViewptsSpring2019-web

and one homework was scored as or why not? Most participants see the We ask: What do tests and project
90%. We ask: What do the homework failing grades in core content areas grades tell you?
grades tell you about this student? and do not believe the student should The student’s grade on the quarterly
The gradebook also had a category be promoted to eighth grade. assessment was 79. We ask: What
titled participation/classwork. Nine We examined the final marking period does the quarterly assessment grade
grades – all 100% – were entered. We in English in depth. tell you?
ask: What do participation/classwork First, we look at the category in the In sixth grade, the student scored a
grades tell you about this student? gradebook titled “quizzes.” 218 on the NJ ASK for Language Arts
Students took a quarterly exam at Quiz 1 100 Literacy. At the end of seventh grade,
the end of the marking period. This the student scored a 207 on the NJ
student scored 50% on the quarterly Journal 50 ASK for Language Arts Literacy. Both
exam. At this point, we also share in Quiz 2 100 scores were in the proficient range. At
the case study that the student scored this point we ask: What do the NJ ASK
188 on the NJ ASK Language Arts Lit- Journal 0 scores tell you? Clearly, the student
eracy exam at the end of sixth grade has demonstrated proficiency on the
and 171 at the end of seventh grade. We ask: What do the quiz grades tell end-of-year standardized test for two
Both years, these scores were in the you? years and on the quarterly exam. So,
partially proficient range. We ask: we ask: Does the final grade (F) reflect
Would you recommend this student Then, we examine the homework mastery of the content? Why or why
for eighth grade honors English? Did grades: not? Most participants conclude that
you change your response from your HW1 0 it does not and that this student’s final
initial response after viewing additional HW2 8 grade was adversely affected by his
information? inconsistency with completion of work
By this time, participants have serious HW3 0 that must be done at home.
doubts about the student’s abilities. HW4 0 Some background on this student
Not only did she not demonstrate HW5 100 completes the picture. His mother
mastery on end of marking period and HW6 100 passed away during the summer prior
year assessments, but her partially HW7 100 to seventh grade. His father was an
proficient scores on the NJ ASK most alcoholic and struggled to take care
likely warranted some interventions or HW8 100 of him and his younger sibling. He
remediation. HW9 50 moved between several relatives dur-
It is interesting to provide some back- HW10 100 ing the school year. At one point – the
ground information on the student HW11 100 point where his homework completion
at this point. She was a very well- HW12 0 improved – he lived with an aunt who
behaved, well-liked student. She was took a very active role in his schooling.
active in school life and a member of HW13 0 So, here we have a student who has
the cheerleading squad. Her mother HW14 0 been through one of the most traumat-
was very involved in the community. We ask: What do the homework ic events of his life, but is still demon-
She was a student who was often “a grades tell you? strating on assessments that he has
pleasure to have in class.” It is very mastered the content. If all work that
possible that her positive school be- Subsequently, we examine the cat- was to be done at home was removed
haviors affected her final grades and egory of tests/projects. from the gradebook, he clearly would
masked her struggle with mastery. Test 1 90 have passed seventh grade English.
The next case study we created was Take Home 0 Yet, despite the research on the nega-
titled The Homework Avoider. The Project tive effects of retention, he was at risk
student failed English, math, science, Test 2 92 for repeating seventh grade, which
and social studies at the end of grade would likely be another traumatic life
seven. Our first question is: Should Take Home Test 0 event and would not result in improved
this student repeat grade seven? Why student achievement.

About the Author
Kim Tucker currently serves as the Supervisor of Curriculum and Instruction for the Somers Point School
District. In addition, she is the Principal of the New York Avenue School. In this role, she is responsible for
overseeing all academic subjects at all levels (Pre-K - 8), planning and executing professional development
opportunities for professional and support staff, and overseeing federal programs and the district assessment
schedule. She manages these varied responsibilities by building, nurturing and sustaining collaborative work-
ing relationships with teachers, PLC facilitators, support staff members, Board members and administrative
colleagues. Kim currently serves as the President of Learning Forward New Jersey. Her twitter handle is @tuckerkim.

Educational Viewpoints -59- Spring 2019