Alternative Grading Methods
Running head: ALTERNATIVE GRADING METHODS
Alternative grading methods
SPE 506
University of Phoenix Online
Alternative Grading Methods Grades have long been used in most schools to indicate the degree to which students grasp subject matter and to document overall classroom performance. By most accounts, students with diverse learning needs and/or disabilities are at a significant disadvantage in school. Despite the fact that some students have IEP objectives and goals, some teachers, inclusion/general education teachers, sometimes forget that these students are working/processing information at a much slower rate than other student; therefore, forgetting to incorporate alternative grading options for students with diverse learning need or disabilities. Most often student grades generally stem from test performance; however, not all students are good test takers and without meaningful accommodations in curriculum and instruction and in testing and grading practices, many of these students will become further alienated; therefore, teachers need to develop alternative methods to the traditional grading system. When teachers incorporate alternative grading options, they ensure objectivity, fairness, and accountability for students with diverse needs. Mertler (1999) noted, for students with disabilities, the individual education program (IEP) is the ideal mechanism for the determination of grading practices; therefore, alternative grading methods should be in tune to the IEP as the IEP will pinpoint specific instructional and/or curricular modifications and include the assessment and grading accommodations that the student will require (Mertler, 1999). Alternative grading method could include the following: point systems, portfolios/projects, shared grading (group projects), weighted grading, and pass/fail grades.
Point system The student may earn a grade or grades based on total points earned for
Alternative grading methods
SPE 506
University of Phoenix Online
Alternative Grading Methods Grades have long been used in most schools to indicate the degree to which students grasp subject matter and to document overall classroom performance. By most accounts, students with diverse learning needs and/or disabilities are at a significant disadvantage in school. Despite the fact that some students have IEP objectives and goals, some teachers, inclusion/general education teachers, sometimes forget that these students are working/processing information at a much slower rate than other student; therefore, forgetting to incorporate alternative grading options for students with diverse learning need or disabilities. Most often student grades generally stem from test performance; however, not all students are good test takers and without meaningful accommodations in curriculum and instruction and in testing and grading practices, many of these students will become further alienated; therefore, teachers need to develop alternative methods to the traditional grading system. When teachers incorporate alternative grading options, they ensure objectivity, fairness, and accountability for students with diverse needs. Mertler (1999) noted, for students with disabilities, the individual education program (IEP) is the ideal mechanism for the determination of grading practices; therefore, alternative grading methods should be in tune to the IEP as the IEP will pinpoint specific instructional and/or curricular modifications and include the assessment and grading accommodations that the student will require (Mertler, 1999). Alternative grading method could include the following: point systems, portfolios/projects, shared grading (group projects), weighted grading, and pass/fail grades.
Point system The student may earn a grade or grades based on total points earned for
References: Mertler, C. A. (1999). Assessing student performance: a descriptive study of the classroom assessment practices of Ohio teachers. Education, 120 (2). 285-296. Retrieved on July 23, 2004 from UOP EBSCOhost online database.