What are effort grades? What is your stance on this topic?

For a total assessment solution to be effective out-of-balance assessments must be removed and replaced with information that satisfies the needs of all assessment users (Stiggins, 2008).

To continue on the process of balancing an assessment system, educators need to implement classroom assessment practices that rely on an ongoing array of quality assessments (Stiggins,2008).

Both effort and participation are markers of active learning. When a student participates in class, the action is taking place.

The effort is a vigorous or determined attempt.

So what do Effort grades look like?

Effort grades are grades that students are given related to their actions in the classroom. For example, a student is who has come to school fully prepared and working to the best of their ability would receive an exemplary for their actions.

I agree with the use of effort and participation grades. Stitt & Pula (2014) argue that teachers should include both subjectivity and objectivity in their grading process.

Giving students effort grades has a purpose in mind. The rationale involving effort is usually to motivate the student to try harder by acknowledging increased effort in the grading systems (Munk, 2003).

Effort grades help teachers to assess a student's level of communication. According to Schultz (2009), being able to answer questions on the spot is good practice for future situations for students.

According to Guskey et al. (2014), a solution to this classroom problem is to encourage teachers and administrators to review the reporting and grading practices within their schools thoughtfully and to present viable alternatives.

The debate of effort grades and participation grades stems from the perception that effort is difficult to define and measure, and it may not correlate with the quality of a student's performance. However, increased student motivation and encouragement can be a benefit of receiving effort grades.

References:

Guskey, T., McTighe, J., & O’Conner, K. (2014). ASCD Express 10.07 - The “Participation”

Grade. Www.Ascd.Org. http://www.ascd.org/ascd-express/vol10/1007-guskey.aspx

Munk, D., & Bursuck, W. (2003). Grading Students with Disabilities - Educational Leadership.

Ascd.Org. http://www.ascd.org/publications/educational-leadership/oct03/vol61/num02/Grading-Students-with-Disabilities.aspx

Shultz, Katherine. (2009). Listening to Silent Voices.

Stiggins, R. (2008). Balanced Assessment Systems.

https://www.nyscoss.org/img/uploads/file/Assessment_Manifesto_Article_-_Rick_Stiggins.pdf

Stitt, J. L., & Pula, J. J. (2014). Voting for Subjectivity: Adding Some Gray Areas to Black-and-

White, Objective Grading Practices. Delta Kappa Gamma Bulletin, 80(3), 24-27