Overview

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CC0 1.0 Universal
Project Name: Making the Grade
Designed By: Jerry H. Yamashita, M.Ed.
Grade Level: Adult Learners
​Subject Area(s): ​Algebra, English
Other Subject Areas: Digital Literacy, Leadership
Duration: ​15 Hours
Project Description: Students will explore ideas about fairness, growth mindset, continuous improvement, critique and revision, and learning. Working together, students will design and test grading policies and apply the results to their own criteria. Students will consider aspects such as performance, attendance, participation, tests, projects, etc. how to weight them, and how grades should be calculated and reported. The final product will be a professional presentation to teachers, administrators, and other staff or community members, where students will advocate their case for policy change. 

Driving Question: 

​Why does our school grade the way it does?

Sub-questions:
  • How did the American grading system start?
  • What other grading systems exist?
  • How does letter grading differ in other countries?
  • What kinds of grading policies have you seen?
  • Why is weighting important in issuing grades?​
  • What are the pros/cons to using a grading system?
  • Do you think the current grading system is fair? Why or why not?
  • ​What are some alternatives to letter grading?
  • Is a letter grade or GPA important?
  • Why do schools in the US generally use the same system?​
Content Standards
Common Core State Standards—Mathematics
• 6.SP.A.3: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
• 6.SP.B.5A-D: Summarize numerical data sets in relation to their context.
• 6.RP.A.3A-D: Use ratio and rate reasoning to solve real-world and mathematical problems
• MP3: Construct viable arguments and critique the reasoning of others. 
Common Core State Standards—ELA/Literacy
• W.6.1: Write arguments to support claims with clear reasons and relevant evidence.
• SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
​• SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
CCSS/CTE
Information & Communication Technologies
A1.1; A2.1-4; A3.2, 5; A5.1, 3-4; A8.3, 5
​​21st Century Skills (ISTE Standards for Students)
​Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Digital Citizen
Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
Innovative Designer
Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
Computational Thinker
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Entry Event

Students will view the videos Why Do We Get Grades in School? and Standards-Based Grading​, make notes, and formulate questions to discuss with peers. Students will be assigned to their groups based on class schedules with one teacher or support staff per group to help facilitate.
PBS Digital Studios. (2017). Why Do We Get Grades in School? [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=NqjolyDN5tw
Stenhouse Publishers. (2010). Rick Wormeli: Standards-Based Grading [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=h-QF9Q4gxVM

Products & Performances

This course has two main product/performance pieces: an ePortfolio/Learning Log and a Final Presentation. Ideally, these two activities will naturally come together and be presented as one product at the end of the course.
ePortfolio/Learning Log
The ePortfolio/Learning Log is a collaborative tool that helps facilitate self-reflection for the student and allows for formative assessment and feedback opportunities for the instructor.
Final Presentation
The evidence of learning for this project may be synthesized in the form of a blog post, document, multimedia presentation, video, web site, or other digital format. The culminating activity will be created and presented by each group and presented to a panel consisting of teachers, administrators, board members, community members, etc. 
Reflection Methods
Students will have the opportunity to participate in guided reflections on their learning using Google Groups and their individual ePortfolio/Learning Log. Final reflections should also be included in the final presentation.

Assessments

Formative
The general goal of formative assessment is to collect detailed information that can be used to improve instruction and student learning while it’s happening (Great Schools Partnership, 2013). ​​
Students will use Google Groups to discuss various topics as the project progresses. The opening post will introduce the Driving Question and ask the students to discuss their thoughts and ideas. Subsequent posts will address the sub-questions, videos, presentation ideas, and resources found.
Students will use Google Sites to build an ePortfolio or Learning Log (Blog) where they will post guided reflections on their experiences with the project. This practice allows for dedicated thought to processes, what went well and what didn't work, and the opportunity to make deep connections.
Summative
Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year (Great Schools Partnership, 2013). ​
The evidence of learning for this project may be synthesized in the form of a blog post, document, multimedia presentation, video, web site, or other digital format. Regardless of format, the rubric below will be used to assess the final project.
Final Presentation Rubric
References
Great Schools Partnership. (2013, July 18). Formative Assessment Definition. The Glossary of Education Reform. https://www.edglossary.org/formative-assessment/
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