Grading in Secondary Schools: Academics Matter—But So Does Behavior By Randy Sprick In this era of increasing accountability, schools and districts grapple with the question of evaluation—how do we effectively evaluate student knowledge, skills, and performance? As we evaluate (grade) a student, should we measure only that student’s mastery of the course goals and objectives, or should we consider that student’s effort as reflected by behavior? Because there has been little research on grading practices and their effect on student motivation, this is more of a philosophical debate than an answerable question. A New York Times article, A’s for Good Behavior, presents the argument against grading behavior. In this excellent article (and many other opinion pieces), the argument is framed as subjectivity vs. objectivity. Nobody wants a system in which a teacher gives good grades to kids she likes and bad grades to those she doesn’t like. Subjective grading has no place in classrooms. However, if correctly implemented, behavioral grading can have a positive effect on students. At Safe & Civil Schools, we support the idea of incorporating feedback on student behavior and effort into your grading system. In addition to evaluation, such a system can help you instruct and motivate your students. A behavioral grading component to be an excellent tool for increasing student motivation and reducing classroom disruption and off-‐task behavior. There are several reasons why you might want to consider adding such a component to your grading system.
Student Employability As educators, part of our job is to ensure that the next generation will be prepared to take on the roles required by our society. © Safe & Civil Schools
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Like it or not, a large part of employability depends on emotional and social skills. Students who show up for class without the proper materials, arrive late, disrupt class discussions and lessons, or are off-‐task for long periods of time are likely to carry these habits on to their adult lives. These students need corrective feedback if they are to make effective changes in their behavior. They also need positive feedback when they are exhibiting those behaviors that will allow them to be successful in class and on the job. Teachers who create a limited and objective portion of the grade include not just outcome objectives, but process objectives as well—how to behave in a science environment so everyone stays safe, how to stay focused and engaged in a math-‐ based setting, how to actively participate in PE or chorus. At least part of what most teachers want to accomplish is to teach their students the behaviors that will allow them to succeed in future educational endeavors and in the workplace.
Additional Rationale There are other arguments for including a behavior and effort component in your grading procedures: •
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Grades motivate students . A grading system that includes feedback on effort and behavior can teach students that they do have direct control over the limited behavior portion of their grades. Hopefully, their improved behavior increases attention and cooperation, which will, in turn, improve their academic performance. Most secondary classrooms have an inadequate array of mild corrective consequences. Beyond a verbal reminder, there may be no option other than sending a student to the office. Grading on behavior and effort gives you the components you need to apply mild corrective consequences. Many states have adopted (or will in the near future) Social Emotional Learning standards along with academic standards. Behavioral grading can provide feedback on those skills and standards. If the behavioral grading reduces disruption and increases motivation to work hard, stay focused, and behave well, then it stands to reason that academic outcomes will improve. All students are better able to focus on instructional content in schools and classrooms that are safe and civil.
How to Design an Effective Behavioral Grading System To be effective, a behavioral grading system must be both limited and objective.
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Limited means that only a portion of the grade is based on behavior. The size of that portion depends on the content you are teaching. If content is easy to objectively assess, like math, the behavioral component should be a small percentage of the total grade. For performance-‐based courses like band,, the behavioral grade could be a higher percentage. Objective means that if a teacher is going to grade effort and behavior, he or she must create an objective system for doing so. For example, assign weekly points to each student that measure both positive behavior and misbehavior. Here are six planning steps that will help you establish procedures to effectively provide students with feedback on behavior and effort.
1. Establish a percentage for classroom behavior and effort. To teach students that daily effort affects their final grade, establish a set percentage of the final grade for classroom performance. The exact percentage will vary from class to class based on the subject, the maturity and self-‐motivation of the students in the class, and the level of student experience in the subject. For example, in an introductory band class with students who are primarily motivated, you might make 30 percent of the final grade dependent on classroom behavior and participation. In an AP history class with more mature students and more rigorous academic requirements, you might assign no more than 10 percent .
2. Determine the approximate number of total points students may earn during the term. Estimate the number of tests, assignments, and projects that students will take during the term and assign point values. Planning for the AP history course might look something like this:
Nine Units Covered in the Nine-‐Week Term 8 unit tests, 100 points each
800 points
8 quizzes, 25 points each
200 points
16 homework assignments, 20 points each
320 points
Final exam
200 points
Term paper
200 points
Total work points
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1,720 points
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3. Determine the approximate number of total points based on behavior and effort. Using the percentage you determined in Step 1 and the total work points you defined in Step 2, figure out the approximate number of points you will assign for behavior and effort. In the AP history class, the teacher decided that 10 percent of a student’s final grade will reflect behavior in the classroom. This means that students can earn 172 points for behavior and effort over the 9-‐week term. So as not to have to deal with fractions, the teacher rounds up and assigns 20 points per week.
Nine Units Covered in the Nine-‐Week Term 8 unit tests, 100 points each
800 points
8 quizzes, 25 points each
200 points
16 homework assignments, 20 points each
320 points
Weekly behavior/effort, 20 points each
180 points
Final exam
200 points
Term paper
200 points
Total work points
1,900 points
4. Design an efficient system for monitoring and recording daily classroom behavior points. Design a form to record each student’s behavior during the week. Use it to note attendance, assignments, behavior, classroom performance, and weekly point totals At a classwide level, identify three or four positive traits or behaviors and three or four misbehaviors that represent rule violations. Assign codes to these behaviors and jot those down on the recording sheet as in this sample:
Sample of Codes for Behavioral Grading Misbehavior
Code
Positive Trait
Code
Off-‐task
o
Doing your best (effort)
A
Talking (at the wrong time)
t
Be responsible
B
Disruptive
d
Respect/Cooperation
C
Students should start the week at a mid-‐C grade, in this case with 15 points (75% of 20). Each time you record a positive behavior, add 1 point to that student’s current © Safe & Civil Schools
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total for the week. Each time you record misbehavior, subtract a point from the student’s current total. Here’s an example:
Partially Completed Behavior Record Form Name
Fri.
Mon.
Tues.
Wed. Thurs.
Total
Andersen, Gina
dd
CC
dA
d
14
Bendix, Frank
C
C
AA
B
B
20
Bigornia, Brad
o
A
A
16
Collias, Zona
t
Btt
ttt
CB
12
In this example, if you start the week with 15 points, add a point for each uppercase letter, and subtract a point for each lowercase letter, you get the totals in the Total column. Please note that Frank Bendix received six positive marks, which brings his total to 21. But the maximum number of points a student can earn in one week is 20, so that is what Frank receives.
5. Determine the impact of excused and unexcused absences on your grading of behavior and effort. Determine how to deal with students who are not in class. Don’t take points from students who are out of class for legitimate reasons. Here are some recommendations to consider: •
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Unexcused absences. Because an unexcused absence removes a student from the learning environment without a valid reason, negative consequences should apply. In our example, deduct 4 points for every day the student is missing. (20/5=4). Excused absences. When students miss class time, even for valid reasons, they miss learning time. If an absence is excused, the student does not earn behavior points. Instead, give the student an extra-‐credit assignment to compensate for the lost time. This is not meant to punish the student who is ill or participating in extracurricular activities. Rather, it sends the message that class time is important and will be made up if missed. Sent out of class. A student who is sent out of class for misbehavior loses points based on the remaining amount of class time missed. A student who misses half the class will lose half the behavior points for that day, in addition to any other behavior coding recorded before the removal.
6. Assign weekly performance points and provide feedback to students. On Thursday, calculate and record the students’ weekly scores. When students enter class on Friday, give them their weekly performance points and tell them that the © Safe & Civil Schools
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new five-‐day period has just begun. If students do not receive their point totals before the weekend, the mental connection between their performance and their grades may weaken.
In Conclusion An effective grading system is more than an evaluation tool. It can be a systematic monitoring device that demonstrates to students that they are accountable for their efforts—and that their effort will result in a better grade at the end of the term. When properly designed and implemented, a grading system can encourage students to try their best every day. An increase in daily motivation increases the chance that students will keep up with course work and learn to demonstrate mastery of course objectives. When students discover that they can be successful in your class, they will remember their success. This will increase the likelihood that they will try to succeed in the future.
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