As teaching methods in the classroom progress from assessing students' knowledge to evaluating their ability to apply that knowledge, it becomes imperative that our reporting system reflects these evolving instructional practices. The conventional grading system primarily emphasizes points earned through various activities such as homework completion, extra credit, and test scores. Transitioning to an equitable interval scale, coupled with an emphasis on performance assessments, enables us to gauge and communicate student learning in alignment with standards and success criteria. This approach goes beyond merely averaging points earned, providing a more precise representation of student learning.
|
|
|
|
