"I thought 50% for no work was okay and I was wrong"

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Those rules are offensive to students who actually prioritize their schoolwork.

Only if you think the entire point of school is to rank students.

If you think it’s to get the most kids possible a basic level of knowledge so they can be productive members of society, it’s not.

Another part of school is learning to be a productive citizen who not only has a basic level of knowledge but also has a work ethic, knows how to meet expectations, handle deadlines, etc. A basic level of functioning.

Ranking students is a way to bring in people's natural competitiveness in order to help them learn these skills, it's not the end goal.

This. Plus, like it or not, ranking matters for colleges. So yeah, if some slacker or disinterested kid has a shot at the same schools as a kid who actually did the work and didt have to do constant retakes- not ok.

The idea that giving a high F on an assignment instead of a low F is going to make Lazy Larlo into your kid's competition is nonsense.

It’s not about high F v low F. It’s about kids who would normally earn a D or a C earning B’s even though they have a significant number of missing assignments due to those missing assignments being marked as 50% instead of zero. It inflates the grades A LOT.

It shouldn't inflate the grade because along with the 50% policy is the policy that assessments should make up the majority of the overall grade. I am a math teacher... my classwork/homework assignments are worth 10% of the grade, and my tests/quizzes are worth 90% of the grade. We are moving away from fluffing up the grade with "participation" and "homework" and moving toward mastery of the material as the determinant of the grade.

Further, a bunch of 50s is NOT going to push a C into a B or an A. And stop worrying about making kids compete against each other. It is gross and not at all the point of education. Worry about your own kid.

I don't give a flying F what you think is gross. The competition is there. It's not going away. I did not create it but we are forced to live with it. And it affects my kid so i will worry about it, whether I have your permission or not. I see how this plays out in real time between my kids' friends and my friends' kids.

My kid with an E is not actually competing with yours. I wish he were, but he's not.

The issue is high school and the issue is NOT that your kid competes with my kid. Instead, equity grading as a whole helps the weakest students. Here’s how:

Kid 1
Math hw not turned in = 50 but it doesn’t count because it homework
Math quiz taken, little effort = 28, turns into a 50 but doesn’t count because it’s formative
Math quiz taken, little effort = 40, turns into a 50 but doesn’t count because it’s formative
Math classwork, turns nothing in = 50, but doesn’t count because it’s formative
Math test 70
Grade in math for this week is a 70. This equity helps this child.

Kid 2
Math hw = 100 but it doesn’t count because it homework
Math quiz taken = 98 but doesn’t count because it’s formative
Math quiz taken= 96 but doesn’t count because it’s formative
Math classwork = 100, but doesn’t count because it’s formative
Math test 90
Grade in math for this week is a 90 This equity hurt this child.

Now, take this equity grading and apply it unequally throughout the school and then throughout the county. Teacher Larla counts formative grades and teacher larlo doesnt. Teacher Marlo gives 5 tests a quester, each one with 40 questions, but nothing else counts. Teacher Marla gives 4, four question tests throughout the quarter. Some allow retakes, some don’t.

Then mix those kids together and start comparing their grades against each other for admission to selective schools.

You have a lot of time for your fiction, but clearly don't have a good understanding of the issue. The kid with a 28% on a quiz isn't getting a 70% on the test without tons and tons of work. Your story is so out there. Trust me, you clearly are not familiar with the kids who are actually failing. It really doesn't matter that a kid with a C and a kid with an A apply to the same school. They are not considered the same at all.

Like I said earlier, just be happy to this is theoretical to you.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Those rules are offensive to students who actually prioritize their schoolwork.

Only if you think the entire point of school is to rank students.

If you think it’s to get the most kids possible a basic level of knowledge so they can be productive members of society, it’s not.

Another part of school is learning to be a productive citizen who not only has a basic level of knowledge but also has a work ethic, knows how to meet expectations, handle deadlines, etc. A basic level of functioning.

Ranking students is a way to bring in people's natural competitiveness in order to help them learn these skills, it's not the end goal.

This. Plus, like it or not, ranking matters for colleges. So yeah, if some slacker or disinterested kid has a shot at the same schools as a kid who actually did the work and didt have to do constant retakes- not ok.

The idea that giving a high F on an assignment instead of a low F is going to make Lazy Larlo into your kid's competition is nonsense.

It’s not about high F v low F. It’s about kids who would normally earn a D or a C earning B’s even though they have a significant number of missing assignments due to those missing assignments being marked as 50% instead of zero. It inflates the grades A LOT.

It shouldn't inflate the grade because along with the 50% policy is the policy that assessments should make up the majority of the overall grade. I am a math teacher... my classwork/homework assignments are worth 10% of the grade, and my tests/quizzes are worth 90% of the grade. We are moving away from fluffing up the grade with "participation" and "homework" and moving toward mastery of the material as the determinant of the grade.

Well I can tell you it is not happening. My friends seem positively gleeful that their kids with missing assignments, late assignments, etc. are still able to get B's in classes. And my kid sees it on her feed and gets the feedback from upperclass friends about what classes to take ("class XXXX is super easy. I never turn in my work and I have a B.")

It inflates grades. A lot.

This must be middle school and not HS.

And is it really grade inflation to decide what assignments count towards grades? I have a ton of small, ungraded assignments as a college professor. If my students complete them, they get a better foundation for the major graded work.

If they don't, they tend to fail or do worse. That is a natural consequence If their decision. Not chasing them around to make them do the work.


If they are one of those students who doesn't need to do the extra work because they have a good handle on the material, then they're not penalized or forced to do ridiculous busy work for them

Homework and assessments aren't meant to inflate or deflate a grade.they are supposed to help them move towards mastery.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Those rules are offensive to students who actually prioritize their schoolwork.

Only if you think the entire point of school is to rank students.

If you think it’s to get the most kids possible a basic level of knowledge so they can be productive members of society, it’s not.

Another part of school is learning to be a productive citizen who not only has a basic level of knowledge but also has a work ethic, knows how to meet expectations, handle deadlines, etc. A basic level of functioning.

Ranking students is a way to bring in people's natural competitiveness in order to help them learn these skills, it's not the end goal.

This. Plus, like it or not, ranking matters for colleges. So yeah, if some slacker or disinterested kid has a shot at the same schools as a kid who actually did the work and didt have to do constant retakes- not ok.

The idea that giving a high F on an assignment instead of a low F is going to make Lazy Larlo into your kid's competition is nonsense.

It’s not about high F v low F. It’s about kids who would normally earn a D or a C earning B’s even though they have a significant number of missing assignments due to those missing assignments being marked as 50% instead of zero. It inflates the grades A LOT.

It shouldn't inflate the grade because along with the 50% policy is the policy that assessments should make up the majority of the overall grade. I am a math teacher... my classwork/homework assignments are worth 10% of the grade, and my tests/quizzes are worth 90% of the grade. We are moving away from fluffing up the grade with "participation" and "homework" and moving toward mastery of the material as the determinant of the grade.

Further, a bunch of 50s is NOT going to push a C into a B or an A. And stop worrying about making kids compete against each other. It is gross and not at all the point of education. Worry about your own kid.

I don't give a flying F what you think is gross. The competition is there. It's not going away. I did not create it but we are forced to live with it. And it affects my kid so i will worry about it, whether I have your permission or not. I see how this plays out in real time between my kids' friends and my friends' kids.

My kid with an E is not actually competing with yours. I wish he were, but he's not.

The issue is high school and the issue is NOT that your kid competes with my kid. Instead, equity grading as a whole helps the weakest students. Here’s how:

Kid 1
Math hw not turned in = 50 but it doesn’t count because it homework
Math quiz taken, little effort = 28, turns into a 50 but doesn’t count because it’s formative
Math quiz taken, little effort = 40, turns into a 50 but doesn’t count because it’s formative
Math classwork, turns nothing in = 50, but doesn’t count because it’s formative
Math test 70
Grade in math for this week is a 70. This equity helps this child.

Kid 2
Math hw = 100 but it doesn’t count because it homework
Math quiz taken = 98 but doesn’t count because it’s formative
Math quiz taken= 96 but doesn’t count because it’s formative
Math classwork = 100, but doesn’t count because it’s formative
Math test 90
Grade in math for this week is a 90 This equity hurt this child.

Now, take this equity grading and apply it unequally throughout the school and then throughout the county. Teacher Larla counts formative grades and teacher larlo doesnt. Teacher Marlo gives 5 tests a quester, each one with 40 questions, but nothing else counts. Teacher Marla gives 4, four question tests throughout the quarter. Some allow retakes, some don’t.

Then mix those kids together and start comparing their grades against each other for admission to selective schools.

You have a lot of time for your fiction, but clearly don't have a good understanding of the issue. The kid with a 28% on a quiz isn't getting a 70% on the test without tons and tons of work. Your story is so out there. Trust me, you clearly are not familiar with the kids who are actually failing. It really doesn't matter that a kid with a C and a kid with an A apply to the same school. They are not considered the same at all.

Like I said earlier, just be happy to this is theoretical to you.

You don’t get it! The equity is all tied in together. That means that part of the puzzle is allowing those kids to get a 50 which doesn’t really impact anybody else but that individual kid. Getting rid of all of the formative assessments, however, does impact everyone. This includes the higher achieving kids. Add to that, schools that don’t implement this policy, and an overall false assumption that Fairfax inflates grades across the board, 100% this equity policy hurts the higher achieving kids.

[Anonymous]

So back to Madison and the 0s. It’s a day later and I thought about this more. It would be nice for them to turn to 50s for my freshman because - equity and all. Does anyone with an older student know if this happens later?

[Anonymous]

Anonymous wrote:So back to Madison and the 0s. It’s a day later and I thought about this more. It would be nice for them to turn to 50s for my freshman because - equity and all. Does anyone with an older student know if this happens later?

Does it say formative or summative in ParentVUE?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Those rules are offensive to students who actually prioritize their schoolwork.

Only if you think the entire point of school is to rank students.

If you think it’s to get the most kids possible a basic level of knowledge so they can be productive members of society, it’s not.

Another part of school is learning to be a productive citizen who not only has a basic level of knowledge but also has a work ethic, knows how to meet expectations, handle deadlines, etc. A basic level of functioning.

Ranking students is a way to bring in people's natural competitiveness in order to help them learn these skills, it's not the end goal.

This. Plus, like it or not, ranking matters for colleges. So yeah, if some slacker or disinterested kid has a shot at the same schools as a kid who actually did the work and didt have to do constant retakes- not ok.

The idea that giving a high F on an assignment instead of a low F is going to make Lazy Larlo into your kid's competition is nonsense.

It’s not about high F v low F. It’s about kids who would normally earn a D or a C earning B’s even though they have a significant number of missing assignments due to those missing assignments being marked as 50% instead of zero. It inflates the grades A LOT.

It shouldn't inflate the grade because along with the 50% policy is the policy that assessments should make up the majority of the overall grade. I am a math teacher... my classwork/homework assignments are worth 10% of the grade, and my tests/quizzes are worth 90% of the grade. We are moving away from fluffing up the grade with "participation" and "homework" and moving toward mastery of the material as the determinant of the grade.

Further, a bunch of 50s is NOT going to push a C into a B or an A. And stop worrying about making kids compete against each other. It is gross and not at all the point of education. Worry about your own kid.

I don't give a flying F what you think is gross. The competition is there. It's not going away. I did not create it but we are forced to live with it. And it affects my kid so i will worry about it, whether I have your permission or not. I see how this plays out in real time between my kids' friends and my friends' kids.

My kid with an E is not actually competing with yours. I wish he were, but he's not.

The issue is high school and the issue is NOT that your kid competes with my kid. Instead, equity grading as a whole helps the weakest students. Here’s how:

Kid 1
Math hw not turned in = 50 but it doesn’t count because it homework
Math quiz taken, little effort = 28, turns into a 50 but doesn’t count because it’s formative
Math quiz taken, little effort = 40, turns into a 50 but doesn’t count because it’s formative
Math classwork, turns nothing in = 50, but doesn’t count because it’s formative
Math test 70
Grade in math for this week is a 70. This equity helps this child.

Kid 2
Math hw = 100 but it doesn’t count because it homework
Math quiz taken = 98 but doesn’t count because it’s formative
Math quiz taken= 96 but doesn’t count because it’s formative
Math classwork = 100, but doesn’t count because it’s formative
Math test 90
Grade in math for this week is a 90 This equity hurt this child.

Now, take this equity grading and apply it unequally throughout the school and then throughout the county. Teacher Larla counts formative grades and teacher larlo doesnt. Teacher Marlo gives 5 tests a quester, each one with 40 questions, but nothing else counts. Teacher Marla gives 4, four question tests throughout the quarter. Some allow retakes, some don’t.

Then mix those kids together and start comparing their grades against each other for admission to selective schools.

You have a lot of time for your fiction, but clearly don't have a good understanding of the issue. The kid with a 28% on a quiz isn't getting a 70% on the test without tons and tons of work. Your story is so out there. Trust me, you clearly are not familiar with the kids who are actually failing. It really doesn't matter that a kid with a C and a kid with an A apply to the same school. They are not considered the same at all.

Like I said earlier, just be happy to this is theoretical to you.

You don’t get it! The equity is all tied in together. That means that part of the puzzle is allowing those kids to get a 50 which doesn’t really impact anybody else but that individual kid. Getting rid of all of the formative assessments, however, does impact everyone. This includes the higher achieving kids. Add to that, schools that don’t implement this policy, and an overall false assumption that Fairfax inflates grades across the board, 100% this equity policy hurts the higher achieving kids.

I don't "get it" because there is no "it" to get. High achieving children either solidify their understanding through nongraded practice or they can ditch it and still do fine. That your child does very well on a practice but not as well on a graded test is an issue with your kid. The failing kid has nothing to do with you. You seem to want homework to count for more than it's worth. Is that the issue? As soon as that happens, you are going to hear a bunch of people complaining that kids can't pass tests but can ride by with homework.

[Anonymous]

There is no way kid #1 with two VERY low quiz grades would get a 70% on the test. Let's be real. The quizzes are the checkpoint, the wakeup call.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Those rules are offensive to students who actually prioritize their schoolwork.

Only if you think the entire point of school is to rank students.

If you think it’s to get the most kids possible a basic level of knowledge so they can be productive members of society, it’s not.

Another part of school is learning to be a productive citizen who not only has a basic level of knowledge but also has a work ethic, knows how to meet expectations, handle deadlines, etc. A basic level of functioning.

Ranking students is a way to bring in people's natural competitiveness in order to help them learn these skills, it's not the end goal.

This. Plus, like it or not, ranking matters for colleges. So yeah, if some slacker or disinterested kid has a shot at the same schools as a kid who actually did the work and didt have to do constant retakes- not ok.

The idea that giving a high F on an assignment instead of a low F is going to make Lazy Larlo into your kid's competition is nonsense.

It’s not about high F v low F. It’s about kids who would normally earn a D or a C earning B’s even though they have a significant number of missing assignments due to those missing assignments being marked as 50% instead of zero. It inflates the grades A LOT.

It shouldn't inflate the grade because along with the 50% policy is the policy that assessments should make up the majority of the overall grade. I am a math teacher... my classwork/homework assignments are worth 10% of the grade, and my tests/quizzes are worth 90% of the grade. We are moving away from fluffing up the grade with "participation" and "homework" and moving toward mastery of the material as the determinant of the grade.

Further, a bunch of 50s is NOT going to push a C into a B or an A. And stop worrying about making kids compete against each other. It is gross and not at all the point of education. Worry about your own kid.

I don't give a flying F what you think is gross. The competition is there. It's not going away. I did not create it but we are forced to live with it. And it affects my kid so i will worry about it, whether I have your permission or not. I see how this plays out in real time between my kids' friends and my friends' kids.

My kid with an E is not actually competing with yours. I wish he were, but he's not.

The issue is high school and the issue is NOT that your kid competes with my kid. Instead, equity grading as a whole helps the weakest students. Here’s how:

Kid 1
Math hw not turned in = 50 but it doesn’t count because it homework
Math quiz taken, little effort = 28, turns into a 50 but doesn’t count because it’s formative
Math quiz taken, little effort = 40, turns into a 50 but doesn’t count because it’s formative
Math classwork, turns nothing in = 50, but doesn’t count because it’s formative
Math test 70
Grade in math for this week is a 70. This equity helps this child.

Kid 2
Math hw = 100 but it doesn’t count because it homework
Math quiz taken = 98 but doesn’t count because it’s formative
Math quiz taken= 96 but doesn’t count because it’s formative
Math classwork = 100, but doesn’t count because it’s formative
Math test 90
Grade in math for this week is a 90 This equity hurt this child.

Now, take this equity grading and apply it unequally throughout the school and then throughout the county. Teacher Larla counts formative grades and teacher larlo doesnt. Teacher Marlo gives 5 tests a quester, each one with 40 questions, but nothing else counts. Teacher Marla gives 4, four question tests throughout the quarter. Some allow retakes, some don’t.

Then mix those kids together and start comparing their grades against each other for admission to selective schools.

What counts is the math test, that’s what the grade is based on. Tell kid #2 to stop doing his homework.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Those rules are offensive to students who actually prioritize their schoolwork.

Only if you think the entire point of school is to rank students.

If you think it’s to get the most kids possible a basic level of knowledge so they can be productive members of society, it’s not.

Another part of school is learning to be a productive citizen who not only has a basic level of knowledge but also has a work ethic, knows how to meet expectations, handle deadlines, etc. A basic level of functioning.

Ranking students is a way to bring in people's natural competitiveness in order to help them learn these skills, it's not the end goal.

This. Plus, like it or not, ranking matters for colleges. So yeah, if some slacker or disinterested kid has a shot at the same schools as a kid who actually did the work and didt have to do constant retakes- not ok.

The idea that giving a high F on an assignment instead of a low F is going to make Lazy Larlo into your kid's competition is nonsense.

It’s not about high F v low F. It’s about kids who would normally earn a D or a C earning B’s even though they have a significant number of missing assignments due to those missing assignments being marked as 50% instead of zero. It inflates the grades A LOT.

It shouldn't inflate the grade because along with the 50% policy is the policy that assessments should make up the majority of the overall grade. I am a math teacher... my classwork/homework assignments are worth 10% of the grade, and my tests/quizzes are worth 90% of the grade. We are moving away from fluffing up the grade with "participation" and "homework" and moving toward mastery of the material as the determinant of the grade.

Further, a bunch of 50s is NOT going to push a C into a B or an A. And stop worrying about making kids compete against each other. It is gross and not at all the point of education. Worry about your own kid.

I don't give a flying F what you think is gross. The competition is there. It's not going away. I did not create it but we are forced to live with it. And it affects my kid so i will worry about it, whether I have your permission or not. I see how this plays out in real time between my kids' friends and my friends' kids.

My kid with an E is not actually competing with yours. I wish he were, but he's not.

The issue is high school and the issue is NOT that your kid competes with my kid. Instead, equity grading as a whole helps the weakest students. Here’s how:

Kid 1
Math hw not turned in = 50 but it doesn’t count because it homework
Math quiz taken, little effort = 28, turns into a 50 but doesn’t count because it’s formative
Math quiz taken, little effort = 40, turns into a 50 but doesn’t count because it’s formative
Math classwork, turns nothing in = 50, but doesn’t count because it’s formative
Math test 70
Grade in math for this week is a 70. This equity helps this child.

Kid 2
Math hw = 100 but it doesn’t count because it homework
Math quiz taken = 98 but doesn’t count because it’s formative
Math quiz taken= 96 but doesn’t count because it’s formative
Math classwork = 100, but doesn’t count because it’s formative
Math test 90
Grade in math for this week is a 90 This equity hurt this child.

Now, take this equity grading and apply it unequally throughout the school and then throughout the county. Teacher Larla counts formative grades and teacher larlo doesnt. Teacher Marlo gives 5 tests a quester, each one with 40 questions, but nothing else counts. Teacher Marla gives 4, four question tests throughout the quarter. Some allow retakes, some don’t.

Then mix those kids together and start comparing their grades against each other for admission to selective schools.

What counts is the math test, that’s what the grade is based on. Tell kid #2 to stop doing his homework.

And find out why he’s not doing well on tests

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Those rules are offensive to students who actually prioritize their schoolwork.

Only if you think the entire point of school is to rank students.

If you think it’s to get the most kids possible a basic level of knowledge so they can be productive members of society, it’s not.

Another part of school is learning to be a productive citizen who not only has a basic level of knowledge but also has a work ethic, knows how to meet expectations, handle deadlines, etc. A basic level of functioning.

Ranking students is a way to bring in people's natural competitiveness in order to help them learn these skills, it's not the end goal.

This. Plus, like it or not, ranking matters for colleges. So yeah, if some slacker or disinterested kid has a shot at the same schools as a kid who actually did the work and didt have to do constant retakes- not ok.

The idea that giving a high F on an assignment instead of a low F is going to make Lazy Larlo into your kid's competition is nonsense.

It’s not about high F v low F. It’s about kids who would normally earn a D or a C earning B’s even though they have a significant number of missing assignments due to those missing assignments being marked as 50% instead of zero. It inflates the grades A LOT.

It shouldn't inflate the grade because along with the 50% policy is the policy that assessments should make up the majority of the overall grade. I am a math teacher... my classwork/homework assignments are worth 10% of the grade, and my tests/quizzes are worth 90% of the grade. We are moving away from fluffing up the grade with "participation" and "homework" and moving toward mastery of the material as the determinant of the grade.

Well I can tell you it is not happening. My friends seem positively gleeful that their kids with missing assignments, late assignments, etc. are still able to get B's in classes. And my kid sees it on her feed and gets the feedback from upperclass friends about what classes to take ("class XXXX is super easy. I never turn in my work and I have a B.")

It inflates grades. A lot.

This must be middle school and not HS.

And is it really grade inflation to decide what assignments count towards grades? I have a ton of small, ungraded assignments as a college professor. If my students complete them, they get a better foundation for the major graded work.

If they don't, they tend to fail or do worse. That is a natural consequence If their decision. Not chasing them around to make them do the work.


If they are one of those students who doesn't need to do the extra work because they have a good handle on the material, then they're not penalized or forced to do ridiculous busy work for them

Homework and assessments aren't meant to inflate or deflate a grade.they are supposed to help them move towards mastery.

College students are experienced, mature, motivated and self-selected students.

High school students are not college students and shouldn't be expected to be. Nor should middle school students.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Those rules are offensive to students who actually prioritize their schoolwork.

Only if you think the entire point of school is to rank students.

If you think it’s to get the most kids possible a basic level of knowledge so they can be productive members of society, it’s not.

Another part of school is learning to be a productive citizen who not only has a basic level of knowledge but also has a work ethic, knows how to meet expectations, handle deadlines, etc. A basic level of functioning.

Ranking students is a way to bring in people's natural competitiveness in order to help them learn these skills, it's not the end goal.

This. Plus, like it or not, ranking matters for colleges. So yeah, if some slacker or disinterested kid has a shot at the same schools as a kid who actually did the work and didt have to do constant retakes- not ok.

The idea that giving a high F on an assignment instead of a low F is going to make Lazy Larlo into your kid's competition is nonsense.

It’s not about high F v low F. It’s about kids who would normally earn a D or a C earning B’s even though they have a significant number of missing assignments due to those missing assignments being marked as 50% instead of zero. It inflates the grades A LOT.

How in the universe is a kid getting a B if they have "a significant number" of 50%s?
Like for real - what is the grade spread you are imagining that results in a B?

There are different variations of equity grading. Some allow teachers to assign a semester grade based on the best test result attained. So, if a student got a D, C, B within a semester, the teacher could give a semester grade of B, pointing to the progress the student has made. Unclear what the teacher would do if the progression was B, C, D. Could they still assign a semester grade of B since it was the best grade even though the progression was down? Hard to know. Another teacher might not follow the "best grade counts" approach at all and would average test grades to get a C.

[Anonymous]

While this thread shows a particular approach failed, more research is needed.

Meaning we should experiment on children more. Then see what happens.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Those rules are offensive to students who actually prioritize their schoolwork.

Only if you think the entire point of school is to rank students.

If you think it’s to get the most kids possible a basic level of knowledge so they can be productive members of society, it’s not.

Another part of school is learning to be a productive citizen who not only has a basic level of knowledge but also has a work ethic, knows how to meet expectations, handle deadlines, etc. A basic level of functioning.

Ranking students is a way to bring in people's natural competitiveness in order to help them learn these skills, it's not the end goal.

This. Plus, like it or not, ranking matters for colleges. So yeah, if some slacker or disinterested kid has a shot at the same schools as a kid who actually did the work and didt have to do constant retakes- not ok.

The idea that giving a high F on an assignment instead of a low F is going to make Lazy Larlo into your kid's competition is nonsense.

It’s not about high F v low F. It’s about kids who would normally earn a D or a C earning B’s even though they have a significant number of missing assignments due to those missing assignments being marked as 50% instead of zero. It inflates the grades A LOT.

How in the universe is a kid getting a B if they have "a significant number" of 50%s?
Like for real - what is the grade spread you are imagining that results in a B?

There are different variations of equity grading. Some allow teachers to assign a semester grade based on the best test result attained. So, if a student got a D, C, B within a semester, the teacher could give a semester grade of B, pointing to the progress the student has made. Unclear what the teacher would do if the progression was B, C, D. Could they still assign a semester grade of B since it was the best grade even though the progression was down? Hard to know. Another teacher might not follow the "best grade counts" approach at all and would average test grades to get a C.

It’s really all over the place.

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Anonymous wrote:Those rules are offensive to students who actually prioritize their schoolwork.

Only if you think the entire point of school is to rank students.

If you think it’s to get the most kids possible a basic level of knowledge so they can be productive members of society, it’s not.

Another part of school is learning to be a productive citizen who not only has a basic level of knowledge but also has a work ethic, knows how to meet expectations, handle deadlines, etc. A basic level of functioning.

Ranking students is a way to bring in people's natural competitiveness in order to help them learn these skills, it's not the end goal.

This. Plus, like it or not, ranking matters for colleges. So yeah, if some slacker or disinterested kid has a shot at the same schools as a kid who actually did the work and didt have to do constant retakes- not ok.

The idea that giving a high F on an assignment instead of a low F is going to make Lazy Larlo into your kid's competition is nonsense.

It’s not about high F v low F. It’s about kids who would normally earn a D or a C earning B’s even though they have a significant number of missing assignments due to those missing assignments being marked as 50% instead of zero. It inflates the grades A LOT.

It shouldn't inflate the grade because along with the 50% policy is the policy that assessments should make up the majority of the overall grade. I am a math teacher... my classwork/homework assignments are worth 10% of the grade, and my tests/quizzes are worth 90% of the grade. We are moving away from fluffing up the grade with "participation" and "homework" and moving toward mastery of the material as the determinant of the grade.

Well I can tell you it is not happening. My friends seem positively gleeful that their kids with missing assignments, late assignments, etc. are still able to get B's in classes. And my kid sees it on her feed and gets the feedback from upperclass friends about what classes to take ("class XXXX is super easy. I never turn in my work and I have a B.")

It inflates grades. A lot.

This must be middle school and not HS.

And is it really grade inflation to decide what assignments count towards grades? I have a ton of small, ungraded assignments as a college professor. If my students complete them, they get a better foundation for the major graded work.

If they don't, they tend to fail or do worse. That is a natural consequence If their decision. Not chasing them around to make them do the work.


If they are one of those students who doesn't need to do the extra work because they have a good handle on the material, then they're not penalized or forced to do ridiculous busy work for them

Homework and assessments aren't meant to inflate or deflate a grade.they are supposed to help them move towards mastery.

College students are experienced, mature, motivated and self-selected students.

High school students are not college students and shouldn't be expected to be. Nor should middle school students.

I completely agree, which is why it's even MORE important to have a lenient, learning curve policy on assignments at the HS and MS level.

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Anonymous wrote:So back to Madison and the 0s. It’s a day later and I thought about this more. It would be nice for them to turn to 50s for my freshman because - equity and all. Does anyone with an older student know if this happens later?

Does it say formative or summative in ParentVUE?

Neither are being used by categories in any classes this year. They used them in middle school but now it seems like teachers are using their own, so it’s different for every class. Unless it’s a category like “assessment” or “practice” it’s difficult to figure out which it is. They may not be using the summative formative system anymore.