As a special education teacher I have long pondered over the conundrum of grades particularly for those students whose disabilities make it extra hard for them to learn at a pace somewhat close to their peers. Modified materials, and all kinds of testing accommodations can be put in place but at some point, some students take a test and the score is very low.
We had a discussion today about first trimester grades. One student, not an IEP student has a grade of 30 indicative of the fact that he has done NO work. Another, struggling learner has a grade of 49 --- everything is just so very hard for him.
In our district 60 is passing. So the first student will have to get a 90 to get a passing average next trimester. My student will have to get a 71.
An educational psychology course I once took talked alot about efficacy theory - the idea that if you think you can succeed you will be willing to put some effort into a task. The corollary is that if you think there is no hope, you will not even try and in effect dig yourself into a deeper hole.
For many kids a very low grade is a signal that they need not bother to try --- there is no way they can bring that up to passing.
Some schools adopt a circle 55 grade. The circle indicated that the actual grade is much lower but that the school is giving a reasonable chance to get a passing average. A second chance as it were....but a realistic one. And some hope for success. A grade of 30 in the first semester gives no real hope.
Yes they earned a 30 or a 49.....
But what is the purpose of a grade? And if a student starts out with so low a grade should he just drop out....since there is no hope for passing?
But the student knew that he was failing and still did nothing.....he should take responsibility for what he did or did not do.
And does this argument change for 3rd trimester?
To Ponder : when is a grade a informative and when is it punitive?
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