Over this past year I have really challenged myself to question some of the normal routines and reasons why I grade the way I do. I have always had a very strong opinion about grading, late work, etc. in middle school. Coming from the high school world previously I have seen students who go into their freshman year of high school and are not ready for the reality of due dates and the rigor of nightly homework from 6 classes. I was determined as an 8th grade teacher to hold to the same standards so the students would not struggle as much in high school. AFTER design thinking and Common Core was introduced to me I stared to question if that was really the best for my students. I also really started to look at how I was going to grade the design thinking process and outcomes.
I first started with the best way to grade design challenges. This is a process that has no right or wrong answer but it does have specific things I want to see at each stage of the process. For this I created a 4 point rubric that allows my students to know my expectations (see attached). I also then realized that there were speaking skills that I wanted them to think about and be graded on when they presented which required another rubric.
After I determined how I was going to grade I had to look at my overall grading philosophy and point of view. Because design thinking is more about the process and it is never really ever done, student's work should not be as well. I came to see and realize that I was actually harming my students by not having them re-do every assignment until it meet the expectations and showed that they were able to apply their learning. So I went to a standard based mastery grading on a four point system. A four means that students not only understood the concept and applied it but pushed themselves to be creative in the process. A three means that a student meet the expectations by applying the concept. A two means they need to take the feedback I provided and re-do the assignment. I do not accept anything less then a two. On a grading scale a 4 is an A, a 3 is a B, and 2's have no real value as they need to re-do it anyway.
When I first introduced this to the students they were excited that they can wait to turn in work until the end of the semester. When I informed them that they still have to turn it in on time so I can give them feedback they realized that they had no option but to be successful. When a student did not turn in their assignment on time I had them call home right then and there as a consequence.
This is a real shift in thinking for me but I have already seen success. Students are turning in their work and realizing that they just need to give 110% the first time so they don't have to waste time and do it again.
Oral Presentation Rubric
https://docs.google.com/document/d/1keX9c31KkRaL2d91JwBVyY-F07D0IGlbI__At1N16JI/pub
Design Challenge Rubric
https://docs.google.com/document/d/18MbJmMojxyfdu9Bjsrt0Or8V4T4zUTX8o3lM03qpBtw/pub
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