The following is a summary of the written feedback provided by parents at the December PTA meeting concerning the new grading and reporting system.  This information was then shared with the ORS team in charge of the new system at a meeting with Ms. Brunson following the forum the PTA held.  If you would like to become more involved with this issue, please contact the PTA Advocacy coordinator, Jenn Gruber at jenngruber@msn.com.

CLOVERLY PTA CONCERNS OVER GRADING SYSTEM

FEEDBACK FOR ORS TEAM

December 9, 2009

1.         Technical Concerns

Grade Calculations –

• The system is based on a possible high-score of “4.”  The computer does not recognize that some assignments have a maximum score of “3.”  Thus, assignments with only 3 possible points can negatively impact grades.
• The grade book accepts scores ending in .5, which are then rounded up for the report card.  The overall grade for the subject is based on the average of the actual, non-rounded scores.  The result may be an overall grade which appears lower than it should, leading to confusion.

Trending – There is an overall lack of clarity concerning how grades are tabulated, in particular with trending, and how this type of system truly benefits all students.  Concerns also exist in regards to trending vs. averaging within the new system.

Challenges for teachers – Teachers were given a system but were not provided with the tools needed to implement the system effectively.  This leads to inconsistency in grading and frustration on the part of the teachers, who are trying to maintain continuity and appropriately represent students’ progress within the system.

Presentation of information – Any grading system that requires a full-page explanation for reading/interpreting the report card is problematic.  This system is not making grading/reporting any easier for parents.

2.         Impact of Grading System Outside of Our School

Magnet and Highly Gifted programs – Will scores earned within the new system be interpreted accurately?  How will students’ admission into magnet programs be impacted?

Middle school placement – How will scores be interpreted as students articulate to middle school?  How will class placement be impacted?

Interpretation outside of MCPS – How will students moving outside of MCPS or applying to private schools be evaluated?  How will MCPS ensure that students’ performance is communicated effectively to outside organizations?

3.         Impact on Students

Decreased Motivation – Students’ desire to do their best is lessened because they don’t see the need to try for the “4.”

Unclear expectations – Changes in grading system cause anxiety for students, especially 5^th graders who will be moving back to letter grades next year.

Frustration with differing rubrics – Standards are not clear to students, especially whether maximum score might be a “3” or a “4.”

Conflicting messages – Students are asked to consolidate their thoughts for a BCR, but they are also told to extend their thoughts and make connections.  How will these two conflicting instructions impact  students in the future, especially on standardized tests where brevity is necessary?

4.         Parent Involvement

Interpretation of data – Complicated written format of report card does not accurately portray students’ progress.  Parents do not know whether to interpret a score of “3” as the best score possible, or whether opportunities for a “4” were given and not met.

Interpretation as a Pass/Fail System – Based on the wording of the general rubric, if a score of “3” is considered proficient and a “2” is not proficient, there is no room for flexibility.  The scores, therefore, are interpreted as “pass/fail,” a concept which appears to be in direct conflict with the goal of the system.

Time and effort required – Overall frustration results from the time-consuming nature of understanding student progress.

Feedback – How was parent feedback utilized in developing this system, and why isn’t MCPS meeting with parents directly to answer questions and respond to concerns?