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_aCan Grades Be Helpful and Fair?
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_bAssociation for Supervision and Curriculum Development,
_c1997.;copyright December 1997/January 1998.46
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_aunmediated
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_aAbstract : Although there is not yet much research on the topic, the practice of making exceptions or substitutions for grading criteria is relatively common. In fact, as many as 50 percent of general education teachers use grading adaptations for their students. The most common of these are grading on improvement, giving multiple grades (for example, grading for tests and for effort), and weighting grades for specific assignments. Many teachers, however, believe grading adaptations can be unfair, especially when they are applied to someÄbut not allÄstudents. They say that limiting adaptations discriminates against students who don't meet qualifications for special education and ignores individual differences among students. Students say such limitations can create a disincentive for taking harder classes and provide those who receive adaptations with an unfair advantage. The authors recommend policies for grading to schools interested in fairer systems.
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_aGrading system
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_aDennis D. Munk and William D. Bursuck
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_aEducational Leadership 55 (4) : 1997. pp.44-47
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