Repair Kit for Grading - Fix 14

Fix 14: Don't summarize evidence accumulated over time when learning is developmental and will grow with time and repeated opportunities; in those instances, emphasize more recent achievement.

This fix encompasses many different things.  The prime example for this fix is the student who has scores like this:

• Homework 1 - 10/20
• Homework 2 - 8/20
• Homework 3 - 6/20
• Quiz - 14/20
• Homework 4- 14/20
• Homework 5 - 12/20
• Homework 6 - 10/20
• Test - 48/50

According to the test score the student learned what he/she was supposed to learn.  With all categories being equal the student has a 64% for this unit, when the student got a 96% on the summative assessment.  Like the previous week, are we grading the learning or what was learned?

Analogy:  If I am running a race, it doesn't matter what position I started in, nor does it matter the position I was in for most of the race.  The only thing that matters is where I finish.  If I have accomplished my goal of finishing first, should I punish myself for not starting in the 1st position?

This is another concept that requires rethinking grading formative assessments and practice.  It is a change in some teaching philosophy that requires deep thought and discussion.  If we are assigning homework to teach responsibility, then it goes against the first fix about grading behaviors and not learning.