Brittany Davis 1st Grade Mathematics Class Sample Grading Practices for a Nine-Week Grading Period

Sample 1
Graded Work
Weekly Quizzes
Homework
End of Unit Test
Completeness of
Data Notebook
Math Journal
Math Project

Sample 2
Graded Work
Weekly Quizzes
Homework
End of Unit Test
Completeness of
Data Notebook
Math Journal
Math Project
Attendance
Behavior
Bringing back
signed test
Participation/
Preparedness
Bringing in math
supplies
Extra Credit

Weekly Points
20 points/week
9 tests per grading period
3 assignments/week
10 points each assignment
3x10x9(weeks)
2 @ 50 points each
Checked twice- 30 points each

Total Points
180

Joeys Scores
165

270

250

100
60

89
60

60
50

60
50
720

55
49
668= 93%

Weekly Points
20 points/week
9 tests per grading period
20 points each assignment
5 assignments per grading
period
2 @ 50 points each
Checked twice- 30 points each

Total Points
180

Joeys Scores
150

270

240

100
60

85
57

60
50
45 (1 Point per day)
45 (1 Point per day)
2 @ 10 points each

60
50
45
45
20

52
46
45
45
20

25

25

25

20

20

20

25

25

25

875 (Not
including extra
credit)

810 = 93%

Analysis:
After completing this assignment, I realized that the arbitrary points could make or break a students grade.
For my sample 1, I used the same graded work and put it in my sample 2 but I just added a couple extra points for
things that teachers tend to grade, such as attendance and participation. For my sample 2, I had Joey do worse in his
actual academics but I made him excel in the non-educational guidelines such as bringing their math supplies and
attendance. I chose to do this to show that even though Joey decreased his grades for the things that should truly
matter like quizzes, tests, and homework, he could boost his grade by getting extra credit or simply behaving in class.
I calculated what Joey would have got if he had got the same scores as sample 2 but was only scored on the domains
of sample 1 and it was 630 points or 88%. Each sample got the same grade in the end, even though his academic
scores dropped lower. Something doesnt seem right.
The traditional point system like this one doesnt always accurately show what a student knows based on their
knowledge of the material. It can show that a student can get a test signed and come prepared to class, but not the
actual learning part, which is what students go to school for. This is what parents are looking for when they see a
childs report card as well. Some parents wont look at the scoring guidelines and just assume that their child is doing
well academically because they have an A. But technically Joey had a B in his academics but all of the other
arbitrary scoring domains boosted his score. Traditional point systems also dont point out the specific areas a child is
struggling with. Instead it generalizes everything into one category so it is tough for a parent, child, and teacher to see
what the student has mastered and also what they need improvement on. This is why I believe standard-based
guidelines are more effective.