Grading for Equity: Mr. Duncan's IM2 Grading System by Erron Duncan https://padlet.com/eaduncan/2dcfyr8kyvxodc00 This includes the guidelines and practices that I will be using to grade all student assessments throughout the Fall quarter of IM2, along with the composition of those activities to students' overall grade. en-us 2021-09-04 02:15:55 UTC 2025-11-03 17:32:27 UTC hello@padlet.com Content Standards eaduncan https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716284119 2021-09-04 02:43:02 UTC https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716284119 Angle Pair Relationships eaduncan https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716286987 CCSS.MATH.CONTENT.HSG.CO.C.9 : Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints.]]> 2021-09-04 02:46:33 UTC https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716286987 Triangle Theorems eaduncan https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716287455 CCSS.MATH.CONTENT.HSG.CO.C.10 : Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.]]> 2021-09-04 02:47:12 UTC https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716287455 Theorems of Parallelograms eaduncan https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716288239 CCSS.MATH.CONTENT.HSG.CO.C.11 : Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.]]> 2021-09-04 02:48:19 UTC https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716288239 Assessments eaduncan https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716291705 Angle Pair Relationships:
  • Quiz: Students will be assessed on their conceptual understanding of different angle relationships and how they can apply those understandings to solve for an unknown angle measure.
  • Graphic Organizer: Students will be assessed on their ability to identify and describe essential elements of different angle pair relationships, identify and construct illustrative examples and non-examples of the relationships
Triangle Theorems & Theorems of Parallelograms
  • Concept Map: students will be assessed on their ability to make connections between triangle theorems and angle pair relationships to prove triangle theorems
  • Quiz: students will be assessed on their ability to use angle pair relationships to complete proofs on these theorems

]]> 2021-09-04 02:53:36 UTC https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716291705 Assessment Format eaduncan https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716353450 Grading for all class assessments will be standards, asset, and growth mindset based in that my grading policies will reflect the values that I plan to uphold within my classroom . I want all my students to be encouraged to see themselves as capable and worthy learners who are willing problem-solvers through instilling a growth mindset based mentality in all students. Therefore, the grading policy will encourage students to be process oriented without being afraid of getting incorrect answers. Grading for assessments will be weighted more heavily towards the student's work and justification of answers using mathematical vocabulary, rules and theorems. Each question or problem on assessments will be worth anywhere from 5-20 points, which in all cases the correct answer will only be worth 10% of the total points in each question. This allows students to focus less on getting a single correct answer and more on being as detailed and creative as possible in their problem-solving strategies. Also, problems will always be framed in a fashion where there are several techniques or methods that can be applied to obtain a sensible answer, to ensure that students are being tested on their conceptual understanding rather than their procedural fluency or ability to remember rigid formulas and processes for completing problems. All assignments can be turned in beyond the due date without penalty to students (Wallace, 2021). 

Students also have the opportunity to take rough and final drafts of all assessments (Feldman, 2018 & Wallace, 2021). After taking assessments the first time students will receive detailed feedback to improve the quality of their answers (Wallace, 2021). Students will then be able to make appropriate corrections to get their final score (Wallace, 2021).]]> 2021-09-04 04:31:42 UTC https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716353450 Grading Scale eaduncan https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716366255 I will be using a non-traditional grading scale for all assessments that will read as follows: 

90-100     % | A
80-89.99  % | B
70-79.99  % | C
60-69.99  % | D
50-59.99  % | F

The lowest possible grade students can receive in the class or on any individual assessment is a 50% (Feldman, 2018). If students fail to turn an assessment in it will be marked as an incomplete until the student completes it (Wallace, 2021). Incompletes will be given a score of 50% grade on assessments that are not turned in, or turned in blank. Assessments must be taken within a week that they are administered unless accommodations are made according to difficult circumstances. 

Grade Composition
70% Assessments
30% In-Class Assignments & Homework

Behavioral aspects associated with learning will not be reflected in students' grades, rather, these qualities will be commented on in report cards and talked about between the teacher and student (Welsh, 2021). Appropriate behaviors for learning will be incentivized using a rewards system where students will receive certain honors and privileges for demonstrating desirable behaviors. This is an aspect of standards based learning that I will be implementing in my grading policies.]]> 2021-09-04 04:57:53 UTC https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716366255 Challenges to Implementation eaduncan https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716374798 Although these equitable grading practices may be better indications of students' math knowledge and growth throughout the term, there could be potential pushback to the fact that none of my assessments are summative, and students have the ability to revise their thinking and make improvements to their work based on feedback or new information. Furthermore, the debate on whether or not it is fair to give a student 50% for work they did not do will also be pretty polarizing (Boonchouy, 2021). The fact of the matter is that giving students 50% is still a failing grade, but it is more equitable in that it allows the student the opportunity to grow and not be prevented from succeeding in the class because their ability and effort were not at a desirable point early on in the term (Feldman, 2021). Lastly, it can be difficult to implement a system where students are allowed to turn assignments and homework in at anytime while also keeping up with pacing and demands from the department.]]> 2021-09-04 05:16:27 UTC https://padlet.com/eaduncan/2dcfyr8kyvxodc00/wish/1716374798