The percentage breakdown in the gradebook is 70% Concept Quizzes and 30% Daily Grades. The 70% also includes a mandatory district quarterly exam that ends up being equally weighted with the quizzes.
Why 70%? I’ve found that the quiz percentage has to be high in order for the overall grade to be most representative of student learning. When the percentage gets lower, daily grades either overly inflate or deflate the students grade based on work completion. I don’t want to dismiss work completion completely because it’s certainly a very important aspect of a student’s life, and the 30% is where work ethic comes into play. However, I believe a final grade should ultimately represent learning, and the 70-30 breakdown seems to be a good balance.
Initially, quiz grades go into a personal Google Sheet before eventually going into the district grading program. Here’s a link to a blank template. Let’s take a look at some of the features.
The best part about the sheet is that it’s conditionally formatted to show certain colors for certain grades. We can quickly see what areas a student is excelling in or needs more work in. This helps with many areas including tutoring, knowing what to re-focus on in class, and knowing where to go with the class in the future.
In addition to individual student grades, there is a row at the bottom for the class average for each concept.
After placing the grades in this spreadsheet, it’s time to go over the quiz with the students. We go over the problems in class and analyze where we can improve. Then, once class has ended and the kids have left the room, at some point that day their grades are entered into the district’s online gradebook program. I’m not sure if it’s appropriate to take a screenshot of the program we use, so here’s what it looks like in spreadsheet form.
Our district requires 9 minor grades and 3 major grades each nine weeks (not all of my grades are pictured above). Usually, I have the minimum number of minor grades, but major grades exceed the minimum number because each concept on the concept checklist has its own major grade. This does create a bunch of grade entries, but I prefer this method because the kids can see exactly what they need to work on. It’s harder to know where a student is strong or needs more work if the concepts are bundled together. For example, if I bundle Translations, Reflections, Rotations, Dilations, and Compositions all into one major grade for Transformations, then the kids only know that they need to work on Transformations. This is more general than I prefer and makes it harder for them to focus their continued learning.
Also, the actual grade entries are directly based on the SBG ratings in the original Google Sheet at the top. However, instead of entering a 9 in the district gradebook, a 90 is placed. 6.5 converts to 65, 8 converts to 80, etc.
That’s a quick breakdown, but please feel free to ask questions!