NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
|WA CLOCK HRS:
PENNSYLVANIA ACT 48:
This course is designed for educators who want to explore various grading policies, approaches, and strategies that align with principles of equity and support student growth. Grading is an integral part of the educational system, but it can often perpetuate inequities and hinder student growth. This course aims to empower teachers with the knowledge and strategies to develop grading policies and practices that prioritize equity, support student learning, and address the diverse needs of their students.
Grading practices play a crucial role in shaping student outcomes and experiences. However, traditional grading methods can be inherently biased, leading to disparities in achievement and limiting opportunities for certain groups of students. This course provides educators with the tools and resources to critically examine their grading policies and practices, identify and address biases, and implement strategies that promote fairness, growth, and educational equity. By engaging with this content, teachers will be better equipped to create a more inclusive and supportive learning environment for all students.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Understanding of Grading Perspectives: Participants will develop a comprehensive understanding of different grading perspectives, approaches, and their implications for student equity and learning outcomes.
Analysis of Current Grading Policies: Participants will critically evaluate their current grading policies and practices, identifying areas of bias, inequity, and opportunities for improvement.
Strategies for Equitable Grading: Participants will explore and apply research-based strategies and best practices to develop grading policies and practices that promote equity, growth, and meaningful learning for all students.
Communication and Collaboration: Participants will develop effective communication strategies to engage and involve students, families, and colleagues in the grading process, fostering transparency and understanding.
Reflective Practice and Continuous Improvement: Participants will engage in reflective practice, continually examining and refining their grading policies and practices to align with the principles of equity and to better support student growth and success.
Note: The content and assignments in this course are designed to provide participants with a framework for critical thinking and exploration of equitable grading practices. While the resource "Grading for Equity" by Joe Feldman is suggested as a valuable resource, participants are encouraged to draw on additional resources and their own experiences to shape their understanding and conclusions about the best grading policy for their classrooms and schools.
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
While the resource "Grading for Equity" by Joe Feldman is suggested as a valuable resource, participants are encouraged to draw on additional resources and their own experiences to shape their understanding and conclusions about the best grading policy for their classrooms and schools.
None. All reading is online.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments.
Group participants can only view and respond to their group members in the Forum.
Assignment #1: Introduce Yourself
Introduce yourself by describing your professional situation, reasons for being interested in this course, and what you hope to gain from taking this course. (1-2 pages)
Assignment #2: Grading Policy Reflection
In 300+ words, answer the following:
Assignment #3: Exploring Grading Policies
Watch and read about various grading policies and approaches used in education.
Create a comparative analysis chart or infographic that includes the following: (minimum 250 words)
Assignment #4: Assessing Equity in Grading
Reflect on the concept of equity in grading and its implications for student outcomes.
Read: Read Chapter 4 (pg 39-58) in “Grading for Equity”
Write a 400-500 word reflective essay or create a 2-3 minute video presentation addressing the following:
● What does equity in grading mean to you?
● How does grading impact educational equity?
● Explore the potential challenges and biases that can arise in grading practices.
● Discuss strategies and approaches to address and promote equity in grading.
● Attach your video link in the response box.
Assignment #5: Communication & Transparency
In 400-500 words, discuss the importance of communication and transparency in the grading process. Address the following:
A) How do you currently communicate grading criteria and expectations to your students and their families? Are your grading practices transparent to all stakeholders (i.e., students, parents, administrators? What steps can you take to improve communication and transparency in grading?
B) Create a sample communication plan or template that promotes transparency and clarity in grading.
Assignment #6: Assessment Strategies for Equity
Explore different assessment strategies and their implications for equity in grading.
Create a visual presentation or infographic that covers the following:
Assignment #7: Feedback for Growth and Equity
Reflect on the role of feedback in promoting student growth and equity.
Create a written reflection or audio recording that addresses the following: (Audio recording should be 3-5 minutes. Written reflection should be 400-500 words)
Assignment #8: Alternative Grading Approaches
Research and explore alternative grading approaches beyond traditional letter grades.
Create a visual presentation or written report that includes the following:
Examples of alternative grading approaches.
Assignment #9: Inclusive Grading Practices
Reflect on the importance of inclusive grading practices.
Create a reflective video or written reflection that addresses the following: (Video recording should be 3-5 minutes. Written reflection should be 400-500 words)
Clock Hours, PDUs, CEUs, and Act 48 participants must complete Section C - The Integration Paper to be awarded hours for this course.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section, you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments. Group participants can only view and respond to their group members in the Forum.
Assignment #10: Student/Teacher/Parent Perspectives on Grading
Conduct interviews or surveys with your students, parents, or colleagues to gather their perspectives on grading practices. Create a report or presentation that includes: 400-500 words.
Assignment #11: Creating an Informed Grading Policy
Reflect on your current grading policy and create a well-informed grading policy for your classroom or subject area. Write a detailed document that includes the following components: (500-600 words)
Assignment #12: Evaluating Grading Practices
Research and evaluate the effectiveness of different grading practices in promoting student learning and equity.
Read Chapter 9 (pg 109-124) in “Grading for Equity”
Write a research paper or create a presentation that includes: (500-600 words)
Assignment #13: (500 Level ONLY) Action Plan for Equitable Grading
Develop an action plan for implementing equitable grading practices in your classroom or school. Create a comprehensive document that includes the following:
Assignment #14: (500 Level ONLY) Reflecting on the Journey
Reflect on your learning journey throughout the course. Create a reflective blog post series (2-3 posts of 300-400 words each), a video diary (3-5 minutes), or a visual portfolio that includes:
Assignment #15: (500 Level ONLY) Peer Sharing and Collaboration
Collaborate with a peer or colleague to share your grading policy and receive feedback. Exchange grading policies and provide constructive feedback to each other. Reflect on the feedback received and make revisions to your grading policy accordingly. (Write a 400-500 word reflection that outlines the feedback and how you plan to revise your grading policy)
C. INTEGRATION PAPER
Assignment #16: (Required for Clock Hrs, PDUs, CEUs, Act 48, 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 400-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Instructors will comment on each assignment. If you do not hear from the instructor within a few days of posting your assignment, please get in touch with them immediately.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Chris Hill, M.E.T., received his Master of Educational Technology from Boise State University and currently teaches Marketing, Leadership, and Digital Media at Lake Oswego High School. His diverse teaching experience includes teaching at The International School in Tegucigalpa, Honduras. He is a Google Certified teacher, and is one of fifty educators from across the country who was chosen to participate in the 2011 STEM Institute in Washington D.C. He is a member of the NorthWest Council for Computer Education and the International Society for Technology in Education. He has served as the Technology Coordinator and Activities Director at various schools.
EQUITABLE GRADING – IS IT FOR YOU?
Feldman, J. (2019). Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms. Corwin.
Guskey, T. R., & Bailey, J. M. (2019). Developing Standards-Based Report Cards. ASCD.
O'Connor, K. (2009). How to Grade for Learning: Linking Grades to Standards. Corwin.
Wormeli, R. (2018). Fair Isn't Always Equal: Assessing and Grading in the Differentiated Classroom. Stenhouse Publishers.
Brookhart, S. M. (2013). Grading and Learning: Practices That Support Student Achievement. ASCD.
Guskey, T. R. (2015). On Your Mark: Challenging the Conventions of Grading and Reporting. Solution Tree.
McTighe, J., & O'Connor, K. (2005). Seven Practices for Effective Learning. Educational Leadership, 63(3), 10-17.
Schimmer, T. (2016). Grading From the Inside Out: Bringing Accuracy to Student Assessment Through a Standards-Based Mindset. Solution Tree.
Stiggins, R. J. (2010). An Introduction to Student-Involved Assessment FOR Learning. Pearson.
Marzano, R. J. (2006). Classroom Assessment and Grading That Work. ASCD.