Is 70/30 grading here to stay?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hope not. 60/40 is far more reasonable. 70/30 is a disaster for most students.

what i don't understand is how can this be a disaster if students have numerous opportunities to retake with the possibility of scoring a 100.

then all those 100s at 70% are awesome.

also, a D now is a 60% whereas last year it was no lower than a 64%.

Everything has been done to help students earn credits and graduate on time.

It's a disaster for my sped student who is very diligent but not a good test taker. Retakes are not fixing the issue.

They're finding the help they need is being taken over by all the strivers who want their 95% to become a 98%. It's a backlog for those who need help and need their 70% to become a B or more.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I hope not. 60/40 is far more reasonable. 70/30 is a disaster for most students.

what i don't understand is how can this be a disaster if students have numerous opportunities to retake with the possibility of scoring a 100.

then all those 100s at 70% are awesome.

also, a D now is a 60% whereas last year it was no lower than a 64%.

Everything has been done to help students earn credits and graduate on time.

I know, right? This was supposed to help students and instead it is hurting them! They must be doing something wrong, if they are getting worse grades now than previously. It must be the students' fault that the new grading system isn't improving their grades, rather than the fault of the new grading system. Of course!

Ungrateful entitled students. Definitely their fault and not the last-minute, poorly-thought-out new micromanaging grading policy.

[Anonymous]

Anonymous wrote:I think it's good - it's motivating the kids to learn the material - either the first or second bite at the apple. This is the outcome we want, despite the whiny teachers' complaints!

Yeah, about that...

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hope not. 60/40 is far more reasonable. 70/30 is a disaster for most students.

It's a disaster for my sped student who is very diligent but not a good test taker. Retakes are not fixing the issue.

Assuming your sped student needs to take SOLs to get a diploma, I think you need to find some more ways of support so that he/she can be successful in passing them.

Assuming your child is going to college/university, the time is now to start developing better test taking skills and strategies.

As a teacher, I provide options in retakes to sped students to demonstrate understanding whether it is to break down the question that was missed, to offer another way to have the student express understanding of a concept.

Some of my best students are sped students and they are resilient and once they are in a calm moment, they reall can dig in their brains to explain or derive concepts.

Good luck.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hope not. 60/40 is far more reasonable. 70/30 is a disaster for most students.

what i don't understand is how can this be a disaster if students have numerous opportunities to retake with the possibility of scoring a 100.

then all those 100s at 70% are awesome.

also, a D now is a 60% whereas last year it was no lower than a 64%.

Everything has been done to help students earn credits and graduate on time.

I know, right? This was supposed to help students and instead it is hurting them! They must be doing something wrong, if they are getting worse grades now than previously. It must be the students' fault that the new grading system isn't improving their grades, rather than the fault of the new grading system. Of course!

Ungrateful entitled students. Definitely their fault and not the last-minute, poorly-thought-out new micromanaging grading policy.

the only thing that can improve grades is the student. not a grading scheme.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hope not. 60/40 is far more reasonable. 70/30 is a disaster for most students.

what i don't understand is how can this be a disaster if students have numerous opportunities to retake with the possibility of scoring a 100.

then all those 100s at 70% are awesome.

also, a D now is a 60% whereas last year it was no lower than a 64%.

Everything has been done to help students earn credits and graduate on time.

I know, right? This was supposed to help students and instead it is hurting them! They must be doing something wrong, if they are getting worse grades now than previously. It must be the students' fault that the new grading system isn't improving their grades, rather than the fault of the new grading system. Of course!

Ungrateful entitled students. Definitely their fault and not the last-minute, poorly-thought-out new micromanaging grading policy.

the only thing that can improve grades is the student. not a grading scheme.

I mean, the grading scheme was supposed to "improve" grades but it has lowered them instead. That's not the students, it's the grading scheme.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hope not. 60/40 is far more reasonable. 70/30 is a disaster for most students.

what i don't understand is how can this be a disaster if students have numerous opportunities to retake with the possibility of scoring a 100.

then all those 100s at 70% are awesome.

also, a D now is a 60% whereas last year it was no lower than a 64%.

Everything has been done to help students earn credits and graduate on time.

It's a disaster for my sped student who is very diligent but not a good test taker. Retakes are not fixing the issue.

They're finding the help they need is being taken over by all the strivers who want their 95% to become a 98%. It's a backlog for those who need help and need their 70% to become a B or more.

Schools are only required to provide one retake opportunity to 100%. Kids who don't test well or have disabilities and extended time and are in constant catch up mode essentially have no retake opportunities. If teachers actually provide summatives in multiple modalities it's great too, but everyone defaults to as few tests as possible, which results in high stakes tests.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I think it's good - it's motivating the kids to learn the material - either the first or second bite at the apple. This is the outcome we want, despite the whiny teachers' complaints!

Yeah, about that...

Are you familiar with the concepts of short term memory and cramming?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think it's good - it's motivating the kids to learn the material - either the first or second bite at the apple. This is the outcome we want, despite the whiny teachers' complaints!

Yeah, about that...

Are you familiar with the concepts of short term memory and cramming?

Yes. But the 70/30 grading, or reassessments, or whatever you think might "motivate the kids to learn the material" is not happening. Not any more now than previously.

Kids cram. And with work done on computers, textbooks online and responses online rather than written, nothing is retained. The kids aren't learning anything long term. Neither this year nor before.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think it's good - it's motivating the kids to learn the material - either the first or second bite at the apple. This is the outcome we want, despite the whiny teachers' complaints!

Yeah, about that...

Are you familiar with the concepts of short term memory and cramming?

Yes. But the 70/30 grading, or reassessments, or whatever you think might "motivate the kids to learn the material" is not happening. Not any more now than previously.

Kids cram. And with work done on computers, textbooks online and responses online rather than written, nothing is retained. The kids aren't learning anything long term. Neither this year nor before.

but they know all the ways to get to play games on their laptops while teacher is teaching, or sneaking off into bathrooms to be texting on their phones to get their friends in other classes to meet them....

they can retain.

what they want to retain.

[Anonymous]

I love that they decided to do it for my kid's junior year, the most important year.

[Anonymous]

Some teachers aren’t allowing retakes or if they do they allow it weeks and weeks later with no prior notice to the student essentially not enabling them to prepare and do better

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think it's good - it's motivating the kids to learn the material - either the first or second bite at the apple. This is the outcome we want, despite the whiny teachers' complaints!

Yeah, about that...

Are you familiar with the concepts of short term memory and cramming?

Yes. But the 70/30 grading, or reassessments, or whatever you think might "motivate the kids to learn the material" is not happening. Not any more now than previously.

Kids cram. And with work done on computers, textbooks online and responses online rather than written, nothing is retained. The kids aren't learning anything long term. Neither this year nor before.

but they know all the ways to get to play games on their laptops while teacher is teaching, or sneaking off into bathrooms to be texting on their phones to get their friends in other classes to meet them....

they can retain.

what they want to retain.

So retaining calculus is the same as figuring out how to sneak off to the bathrooms to text friends. Ok, that settles it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think it's good - it's motivating the kids to learn the material - either the first or second bite at the apple. This is the outcome we want, despite the whiny teachers' complaints!

Yeah, about that...

Are you familiar with the concepts of short term memory and cramming?

Yes. But the 70/30 grading, or reassessments, or whatever you think might "motivate the kids to learn the material" is not happening. Not any more now than previously.

Kids cram. And with work done on computers, textbooks online and responses online rather than written, nothing is retained. The kids aren't learning anything long term. Neither this year nor before.

but they know all the ways to get to play games on their laptops while teacher is teaching, or sneaking off into bathrooms to be texting on their phones to get their friends in other classes to meet them....

they can retain.

what they want to retain.

So retaining calculus is the same as figuring out how to sneak off to the bathrooms to text friends. Ok, that settles it.

What exactly is stopping the kids from grabbing a piece of paper and solving the problem? The kids, the kids are the ones who have not grabbed the paper.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I hope not. 60/40 is far more reasonable. 70/30 is a disaster for most students.

what i don't understand is how can this be a disaster if students have numerous opportunities to retake with the possibility of scoring a 100.

then all those 100s at 70% are awesome.

also, a D now is a 60% whereas last year it was no lower than a 64%.

Everything has been done to help students earn credits and graduate on time.

I know, right? This was supposed to help students and instead it is hurting them! They must be doing something wrong, if they are getting worse grades now than previously. It must be the students' fault that the new grading system isn't improving their grades, rather than the fault of the new grading system. Of course!

Ungrateful entitled students. Definitely their fault and not the last-minute, poorly-thought-out new micromanaging grading policy.

the only thing that can improve grades is the student. not a grading scheme.

If students are on average doing worse under one grading scheme than the other, clearly the grading scheme can improve grades.