How do you design your grading scale? I don't want to have my low kids have grades in the 30's because then they might as well not come. But, I don't want too many kids getting an A either.

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I use largely daily work grades that students can correct in class for a higher grade. It is my belief that if they are giving me their attention all the time, they should have a good grade and they will improve.

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We use standard based grades and grade them on how well they met the standard. We do not use points. We also do not give anything less than 50%. This still counts as an F but they are still able to pull their grade up if they try

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My philosophy is that a failing grade is a failing grade. I normally adjust my really low scores to a 50 and adjust report card averages to nothing lower than a 60. Not everyone passes, but everyone also doesn't need to pass. If a student can't actually do the work for that level, I really feel their reporting grades should reflect just that. I hate it when kids get to my vlass and parents are all upset because their child doesn't have an "A." I hear, "They've never had anything lower that a "B," so what's going on?" Translation- "It must be the teacher's fault."

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Reading and writing are very difficult subjects for students therefore conferencing and creating goal is important. In the past I used a percentage system but if students are unmotivated that can yield small percentages. Now I conference with students and sign contracts with realistic goals. Students that abide by the contract which consists of them completing their work (both guided and group work)and participating in class. That's an automatic 65. If homework is completed it becomes a 75. Tests and research assignments boost their grades. The transparency helps, they can conference and review their grades weekly which helps them grow both socially and academically. Good Luck!

Your post sounds like you want your grades to be a subjective reflection of student work, I hope I’m wrong. Grades should be a reflection of a students proficiency and their habits as a student, regardless of how you set up your grade book. You want fewer A’s? Up your rigor. Even then you will have students who rise to your challenge. What does that do to lower proficiency students? It fails them unless you appropriately differentiate and scaffold to the lowest possible level.

I teach English and the majority of the writing assignments are asking them to complete a paragraph response or answer the question. As long as they are on topic and complete. They get full credit (10 points). At the end of the each week they have a formal assignment (25 points) at the end of each unit a summative assessment (100 points). Class average is usually 75-80. Hope this helps.

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