Chapter 12: Grading Scales

This chapter argues that grades should be done on more specific terms than just a number between 1 and 100. This book prefers rubrics with clear expectations and smaller numbers. The issue I have with this in a math class is that it does not allow for partial credit. I have also seen a rubric system that has been used to the point where it is no longer effective. In the Air Force performance reports are based on a 1 through 5 rubric. The issue that comes from using rubrics to grade is that once you set the precedence of what student work is a 5, then you start flooding the system with equal work that is a 5. Eventually getting better work is overshadowed by the sheer numbers of people receiving 5’s. I know grading for learning has nothing to do with what other students did or did not do. However to keep a balanced approach in math, I believe that the grade needs to be a number based on procedure steps, and correct answers.