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"Using 0 for missing assignments results in “catastrophe” grading (Carifio & Carey, 2009) in which one or a few such scores makes a failing grade inevitable. The grading system should permit students to stumble occasionally but still be able to recover sufficiently to succeed overall" (Emmer 74).

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Do No-Zero Policies Help or Hurt Students?

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No-zero policies spur serious—and productive—debate among teachers. We look at the big insights on both sides of the argument.

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What is fairness in assessment? During my assessment course I remember hearing that a grading should ONLY concern whether or not the student has met the understanding of the standards that were taught and that anything outside of that (such as participation) should not be included in such a grade.

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"A zero has an undeserved and devastating influence, so much so that no matter what the student does, the grade distorts the final grade as a true indicator of mastery. Mathematically and ethically this is unacceptable." -- Rick Wormeli quoted in O'Connor, K., A Repair Kit for Grading, ETS/ATI, Portland, 2007, 92

The topic this week opens a huge can of worms in education. For better or worse, in the end it seems that everything comes down to the final grade, which generally generates a source of anxiety for kids and a source of contention among stakeholders when disagreement or confusion presents itself in regards to how the grade was determined, and perhaps most importantly, what the grade really means and if it truly indicates learning. In short, one little letter has the power to make a huge impact on a kid's life. Of course, this is nothing new. It has always been the case, and little has changed. Grades have been and remain the center point in education, which are often accepted as the final word on learning, the final indicator of success or failure. But what if the final word is flawed? What if grades are not really true indicators of learning, success, or failure? I wonder. And though my wonders may lure me to wander into a huge realm full of questions never asked and answers oft ignored, I will stick to one worm in the can for now: zeroes. We will explore the general topic of grading practices in greater depth next month.

The great majority of kids who fail do so because of the dreaded zero, which is most generally the result of a missing assignment, not necessarily an indicator of low-or-no proficiency with course content. So, invariably, zeroes kill grades, often creating holes that kids cannot crawl out of, resulting in many giving up and failing a course. So, too, even kids who do not fail courses suffer the unfair penalty of zeroes, which often drastically decrease their grades. So what? If they didn't want the penalty, they should have completed the assignment. One should not get something for nothing. Kids need to learn. Yes, they do, but some lessons make more sense than others. And zeroes don't really make sense when we examine traditional grading scales.

Most grading scales roughly reflect a 10-point-increment scale, moving down the scale from A (100 - 90) to B (89 - 80) and so on. Again, this is nothing new. We all were subject to such a scale, and kids still are today. And, as we continue down the scale, it remains uniform until we get to F, and then it abruptly dives from 59 to 0. F's should stop at 50. There are no G through K grades, only F's. In terms of numbers, scores given in this range may reflect a degree of completion (a kid did 3 of 10 problems, so he gets 30%), but in terms of learning, scores given in this range whether it's 59, 34, or 17 reflect one thing: failure. When kids or parents see scores below 60, they generally understand that that indicates a performance well-below standard; students have not been successful with the content. When we start assigning numbers within this range, what are we really seeking to communicate? Let's take a 52%. Are we really meaning to suggest that this is a lesser fail than a 33%, which should then suggest a greater fail? This then continues down the scale, approaching the zero, a sign of complete and utter failure. Kids in this range for various reasons are well-below the grade-level standards that we have established in our classrooms. That's the message, generally intended and generally received. This is clear.

What I wonder is if we also have to attach a punishment in the form of a sub-50-point score? Somehow, it just doesn't seem fair. Why can't we let an F be an F? We let A's be A's and B's be B's. Why not F's? Why do we have to let the bottom drop out? A bottom that drops the kids off a cliff they can rarely re-climb, especially in classrooms where they cannot turn in late work or redo assignments. Is this really fair for kids? Is this ethical in an arena where the stakes are so high? I'm not sure.

Four years ago, I quit zeroes. They are no longer allowed in my classroom. I still have F's which communicate, in number and learning, performances well-below standard. Kids still receive failing scores in my classroom, but I don't tack on punishment, additional insult to injury in the form of sub-50% scores; 50% is now the lowest score possible in my class. The kids know from the mark that they have failed to meet standard; I don't need to crush them more with added penalties. It makes sense to me, it makes sense to my kids, and it makes sense to parents. It's also beginning to make sense to some of my colleagues, who, too, have adopted a no-zero policy. But not all. Some of my colleagues have accused me of malpractice, suggesting I am ruining kids' lives by not teaching them a lesson. And I guess of that I am guilty. But I sleep at night knowing that I have given kids a fair shake, and while I may not be teaching them the harsh lessons of life, I am giving them opportunity by creating a realm of possibility in room 219.

Your turn. Is the practice of giving zeroes fair? Please, join the conversation. Your words matter.

Originally published on Let's Change Education: " Weekly Wonder: I wonder if our grading system is fair."

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"A zero has an undeserved and devastating influence, so much so that no matter what the student does, the grade distorts the final grade as a true indicator of mastery. Mathematically and ethically this is unacceptable." -- Rick Wormeli quoted in O'Connor, K., A Repair Kit for Grading, ETS/ATI, Portland, 2007, 92 The topic this week opens a huge can of worms in education.

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100-90 A
90-80 B
80-70 C
70-60 D
60-50 F
not
60-0 F

How is a student supposed to dig themselves out of such a gap if they find themselves with a 13% out off 100%

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Within my assessment course last semester, we read from many sources that grading on a scale from 1 to 4 is becoming much more likable than the 100% scale. One reason being because students have a much harder time digging themselves out of a failing grade in situations where 69-100% is passing and anything lower is failing. Shouldn't each grade be 10%?

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Different schools have different ways of grading, some utilize letters and percentages, others numbers such as 1-4 to identify unsatisfactory through mastery of content. I am interested to know what is the most commonly used practice in Saint Paul. Is every school different?

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*There are different ways to grade for different types of work:
-Look over, grade, record, return work
-Go around room and check work while students are engaged in a task

*Allow enough grading time to do the job well; how well students did can tell you whether material needs to be reviewed, if students are ready to move on, and who may need extra attention.

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Another assignment where students can evaluate each other, discussing why they believe the evidence is pertinent to their theme and providing an opportunity to debate about the strength of evidence within the text.

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If I use grading for completion, it will be on things such as in-class discussion documentations or small-group discussions similar to the sheet below! This could also be a self-evaluation or peer evaluation type of formative assignment.

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We learn about the different types of assignments used within the classroom, both formative and summative and how grading can become a hefty task. Grading for completion versus accuracy or demonstration of mastery is an interesting thought I haven't paid much attention to.

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The text discusses the different ways that an educator can monitor progress. One such example is during more heavily weighted projects, creating "intermediate checkpoints". In the context of English, this could be looking at each students THESIS, then accepting their paper OUTLINE and SOURCES, and finally a ROUGH DRAFT. This ensures a better end result from all students.

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Feedback needs to be timely. It allows students to monitor their progress in learning and lets them know where they are excelling and where they can improve. Feedback should always highlight a positivity along with a way to improve.