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If we must use grades, stick to slashes e.g. A/

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I in business for single grade

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Can't they see them anyway if they want? - Gdpr

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Let's get rid of IPG s

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We absolutely believe that the IPG should remain private. It's subjective and not based on evidence. It could lead to further backlash if it was revealed to students as well as parents. " why is my current grade A but my IPG a B?"  :)😍😎🤓💩

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we like "likely outcome" but are reluctant to use jargon like IPG with parents

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Variety of opinions. Doesn't it depend on what we are using the data for. Is this for college purposes rather than for individual students? Danger of using group data for individuals?

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UCAS predicted grade is v important and now v dependent on prog exam

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Perhaps a current  grade stated with an honest course grade outcome will help both students and parents

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We do not want to share IPGs as they are subjective and could be damaging for the students' esteem and motivation. They also cannot take into account a student really 'taking off' in the second year and exceeding expectations. Could harm UCAS applications.

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Yes, share the IPG

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We also need to be clear what current grade means

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No because IPGs are based on intuition and evidence and parents may not understand the process and could interpret this grade differently - needs qualitative data wto be shared with parents

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We think we should continue with the current method as we use the current grade to boost or motivate the student and so serves a different purpose to the IPG, which should be kept separate from them so it does not demotivate them.

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If so we need a third 'secret' grade

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Some have said scrap IPG altogether

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The predicted grade at a2 Is like ipg

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A fundamental NO!! Current grades are based on evidence, tracking tests etc, and therefore there is scope for conversation and improvement with students. A predicted grade could very well act as a ceiling and a barrier between staff and student - it is no longer an objective grade being issued, rather it is with the knowledge of the student reading what you have put, therefore influencing your decision. It could be demoralising and deeply damaging

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I feel uncomfortable predicting a grade 19 months before they side an exam - it would demotivate or cause students to become overconfident. Perhaps we could predict for year 1 and year 2 instead of predicting so early

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We feel there are big risks to doing this early on in year one. Primarily for the mental health of students who are experiencing struggle for the first time. This feels to us that it would be threatening for students.

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Why do we do ipg

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Need consistency about current grade purpose. Are they honest or motivational? Danger of publishing IPG - can seriously demotivate some students who may have achieved well inlast test but likely to do worse overall. Or Could induce complacency in able students who have underperformed in the current grade. Staff much less likely to be honest if published.

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It can spoil relationship withnstudent

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They are subjective

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Some weren't sure why we do ipg

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No. It devalues the impact of a current working grade. If a student/ parent can see the IPG and they’re happy with that, the. The current grade has less meaning.

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No,  this is confusing and raises issues around what they mean to the parent.  Which one should a parent be paying attention to

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No,  this is confusing and raises issues around what they mean to the parent.  Which one should a parent be paying attention to

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If we were really bold would we report grades at all? We have had previous training on the benefits of not giving grades at all.....

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ESOL exams are pass/fail, so we don't use grading. However, it would be good to look at the possibility of grading homework for effort and ability as an indicator and reflecting on this in subject reviews.

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I don't think A/B is an accurate predictor of where students are. We should know what grade students are working at and be able to predict accurately. A+ etc at least indicates which grade students are at within an interval

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Does it not depend on the purpose of the grade? Does it make sense to have a D- as a predicted grade when a student cannot get a D- in the actual exam? On the other hand it can be a useful indicator of confidence in the grade. So why not have a separate indicator of confidence?

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Is there a possibility of having both current grades and qualifiers. For some subjects current grades work very well. However, for essay based subjects having a qualifier maybe more effective, for example a grade B essay could be very good, B+ whereas one that doesn't quite meet the grade could be a B-.

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Moving to less finite grades would be better

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We would not like fine grading system. We do like the option to use A/B for a student who is mostly A but occasionally B (and to be able to use this on all boundaries)

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It gives more scope to be encouraging. Saying a high B or a low A is preferred to A/B, it provides less ambiguity

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Mixed view

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I visual art preference for qualifier

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Makes it easier to see how strong/weak a student is. Good for support and guidance to see how to support a student.

A minus could demotivate students as it may devalue the grade

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I would prefer to stick with single grades.

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Some difference of opinion in our group!

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No, difficult to achieve consistentcy.

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Some merit to help identify progress made

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They don’t get those as a final grade. It’s meaningless if they are an A+ if they don’t get an A*. It’s also subjective and not necessarily motivational.

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Yes.

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No! Difficult enough to agree A or B grade boundary. Having so many grades makes consistency almost impossible to achieve between teachers in the same dept let alone between subjects. Grades are only a snapshot and students vary daily.

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No! Difficult enough to agree A or B grade boundary. Having so many grades makes consistency almost impossible to achieve between teachers in the same dept let alone between subjects. Grades are only a snapshot and students vary daily.

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Absolutely not. It can be hard enough to get consistency both in student performance and staff judgement within a grade boundary without introducing qualifiers.

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Good to have 5 levels. Don tlike term ok. How about satisfactory Could that be looked at?

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Good to have 5 levels. Don tlike term ok. How about satisfactory Could that be looked at?

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Engagement is this the  right word? Effort?
These categories coud reward hard workers

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We particularly like responding to advice

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Responding to advice is a bit ambiguous, as advice could cover many topics. Perhaps responding to feedback would be clearer for students

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'Responding to advice' is good but will not be applicable to every student, and default of 'outstanding' is not then appropriate. Perhaps a 'not applicable' should be included as one of the options for this question

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Prefer 'engagement' to effort and it's good to separate 'organisation' and 'punctuality'.  'Responding to advice' is also a good addition to show students are taking responsibility for improving.

Unsure about the phrase 'some worries'.  Better to have 'some concerns' then 'serious concerns'?

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One of us likes the original three categories but would add "meeting deadlines" to make a fourth

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Meet deadlines is irrelevant for study support, as is engagement in las work and independent learning as separate categories.  Requires more evidence to write each one, esp meeting deadlines.

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We like Engagement in Classwork and it is an improvement on ' Effort in Class'

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The four statements proposed are preferable to the old three. But "work outside the classroom" may be better than "independent learning" as independent learning can happen in the classroom.

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Should we have a judgement on quality of work? Like 1,2 and 4 but think 3 is a bit woolly

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I think a 5th question would be helpful regard inning punctuality (previously organisation and punctuality were two things under one question, which was difficult) - but despite punctuality as a % maybe being listed with the review, I still think teacher input regarding punctuality should be included. I.e if students trickle in 1 or 2 mins late, that is important to report as teacher perception of student

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We don't like no 4 'Some worries' we prefer 'some concerns'.

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If the student is  a four or five,  surely we must have to write comments for the parents.

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If the student is  a four or five,  surely we must have to write comments for the parents.

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We should report on punctuality and attendance.

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Like having five number indicators, allows for neutrality.

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We like the new statements. We would prefer to stick to the 1-4 grading as it makes you make a decision rather than going with 'ok'

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We like the statements.
We would like the 5 point scale to have explanations for students. Can we include what you need to do to improve statements? We would like very good rather than good as it’s a big leap between good and outstanding. This would also clarify what we meant by ok

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Not sure having OK in the middle is a good idea. Have four not five categories.

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Proposal is an improvement but would like category relating to whether the student is adopting effective study skills

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Proposal is an improvement but would like category relating to whether the student is adopting effective study skills

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I prefer the new statements and the 5 point grading scale.  People need to use the full range of 1-5 for their class

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I prefer the new statements and the 5 point grading scale.  People need to use the full range of 1-5 for their class

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Maybe be more careful in how the current grade is set, I.e. Not just from the last tracking test, be more holistic.

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Current grades are fine and give a good picture to students and parents alike

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As soon as you say to a student their "predicted grade" in year, it can influence quite negatively what they achieve in the end. There is some big confusion between "current" and "predicted" . Kelley and Sam think we should have two grades - one which reflects current achievement levels but always coming with a motivating grade which highlights what the student could achieve if they made use of the advice and support that has been agreed with or outlined to them. The motivational grade should be about potential NOT "prediction". Working at/ working towards as language could help with this idea. The working at/ current grade is about their work, NOT about them. The working towards grade indicates more about their behaviours, what they can do, etc and links attitudinal grades.

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Consolidated to one predicted grade (UCAS, ALPS, IPG, Predicted...)

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Concern about releasing predicted grades early in year 1 when don't know students as well and much content not done

Year 2 ... Perhaps

Not keen on language - predicted too definite
Prefer POTENTIAL grade .... Allows for conversation about what COULD achieve IF they do x,y,z.  Rather than claiming magic ball of what  they will get - so many variables can't be account for.

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Probably not. Informal discussions are pbably better. IPGs are too ifficult to be sure of.

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I cannot see point in hiding real press from students. To guide them properly we need them to understand the grades and what they need to do before they can improve.

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It is dangerous to turn something so subjective into something which could be perceived by students and parents as fact and used to hold us to account erroneously.

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We do not agree with sharing the IPG as we feel it can cause motivational problems. In addition the current grade can be used  by staff as a carrot/stick measure which would be undermined by use of a dual grade system.

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Concerns:
Teachers will write the predicted grade based on what the parents will want to see
Parents will raise complaints on a predicted grade that looks very concerning but without the full picture
Could demoralise students who you are encouraging to do well but are realistically concerned will underperform

Positives:
Parents will be more informed

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Would think sharing IPG may lead to anxiety and lack of honesty from teachers

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For teachers IPGs can be problematic as it is so hard to predict what a student will get at the end of their course before Easter of the first year. Current grades are far more meaningful. We can see that they are perhaps more useful for management. Perhaps we should only have an IPG at the post Progression exam stage?

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IPGs - these are fabricated by teachers (especially the early ones in a 2 year course), and definitely should not be shared with students/parents

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Might take emphasis away from improvement

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Strongly feel we should. It will motivate students and stop false expectations. Current grade too because they need to see where they go to.

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Would there be any problem telling parents students will get anA if they then dont

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We need to make current grade clearer so all departments are giving grades with the same meaning. Scaffolding at the beginning of a course should allow students to achieve the highest grades even at the start of the course, and this should be used to give the current grade, which can be a extrapolated to see their likely future.we also need a qualitative target space

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Current grade should be clarified, and understood  by all stockholders

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Making it public can take away teacher confidence in being free to predict.

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No, far too contentious and will add to students stress. This can be handled in a private conversation if both teacher and student think it’s wise. 

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No, far too contentious and will add to students stress. This can be handled in a private conversation if both teacher and student think it’s wise. 

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No, open urselves up to a lot of problems

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No!

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Students are complex and if you told a struggling student they would get an E they could give up and actually fail. Research shows that teachers are pretty bad at predicting grades so we do need to be careful - Bhasvic is pretty good at this but there will be variations.

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Fine grading- using grade and option of minus to add to it in order to differentiate between students' levels so that they better understand potential to progress
- need to define (within dept or at college level - to be defined) what constitutes d+ vs c-

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3 of 4 of us happy with split grades (A/B) and 1 keen for single grades
The split can account for discussion and concern and reiterate student impact on overall outcome - what they need to do to ensure athe  higher grade.

If it's +\- versus single grade, then +/- preferable.

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We like the +- method because everyone understands it, but harder to do earlier in the course.

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Remove the minus, only have two distinctions per grade.

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Fine grades sound good. We want to be able to give a broad grade and use the fine grade when appropriate.

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Some of us would like to keep the option for using a slash where students are being inconsistent. Eg they are sometimes working at an A and sometimes at a B

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Combination grades do not guide students andarea  cop out. We need to be honest with students ad ourselves.

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Do grades actually encourage students to classify themselves prematurely in the early stages of a linear course, isn't it the actions they take as per what we encourage in their support plans?

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Some students are  AC but not B,whenjudging  their assessed work.

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Really like A1, A2,A3. 2 is secure . 3 is not. 1 is offering the possibility of the higher grade. Think + /- is negative

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OFf topic but do we need grades? HIgh challenge... LOw threat?