Jeremy Gibbs

January 19, 1999

 

Philosophy on Grading Practices

There are several different grading philosophies, ranging from a realist approach, which creates a certain model of what needs to be attained to an existentialist approach in which each individual student decides his/her own grade. Various aspects must be considered in determining a personal grading philosophy.

Of great importance is both the concept of testing as well as its value in the final grade. In the subject of mathematics, tests prove to be very important. I believe that tests mark what students have learned and how well they can put it into practice. In mathematics, unlike many subjects, tests provide a time where the student doesn’t simply regurgitate what they have memorized, but actually allows students to perform methods by manipulating equations and situations in order to comply with what they know. I believe these to be important and should count forty percent of the semester grade.

Equally as important is the daily practice of such methods found in homework. Homework in any subject is important in order to reinforce what has been taught. In mathematics, this proves to be of great importance. In mathematics, homework is actually a way to practice the methods that one has been taught. Students must learn to manipulate the equations according to what they have learned. They need to understand how important this is. No one can become Michael Jordan overnight. Jordan didn’t become a great basketball player by talent alone. He arrived early to practices and stayed late working on various skills in order to improve his game play. Like Jordan, students must understand that although these skills may not come easily at first, with practice and dedication, they can attain success. Thus, I believe in the idea of grading every night’s homework. I like the idea of having someone sitting near them grading the homework and the teacher recording each day’s homework at that time. That way, the students clearly see how important homework is.

Of course, circumstances do arise in which students may not be able to complete their homework. Thus, two misses a quarter would be allowed before the result of the homework grade would be lowered. Nonetheless, it would be demonstrated to the students how truly important daily homework is.

Another aspect of grading is the area of group work/projects. I believe that it is important in all classes, including mathematics, to reemphasize the concept of working with others. In virtually every job and career field, students will have to work with others in various ways. Thus, it is important to have a project allowing students to learn from each other while working together. This would be worth ten percent of the semester grade.

The final aspect worth noting is that of the semester final. This is common in most high school settings and should be duly worth about ten percent of the grade. This provides a way for students to demonstrate their ability to place these mathematical methods in their long-term memory rather than simply short-term, a goal all education hopes to attain.

My personal philosophy of grading, like my personal philosophy of education, would fall most closely to the idealist approach. I believe there is a certain standard that students need to attain. In mathematics, those standards are easy to note. Students understand that a final answer is either right or wrong, especially in lower level classes in which a numeric answer is desired. In higher level classes, such as Calculus, a gray area shows up concerning partial credit for demonstrating knowledge of the methods, but simply miscalculating. In those circumstances, it becomes a little less clear what the grading criterion is. However, students still understand the final answer must comply in order to attain the standard of perfection.

I believe in the standard scale of grading. I think 90% should get you an A, 80% a B, 70% a C, 60% a D, and below 60% an F. I don’t think this is too harsh or too soft in mathematics. In order to show mastery, students must demonstrate this at a high level of getting 90% of the problems correct in homework, tests, and group work. This will show that a student has completely mastered the subject.