Step 2 A: The Case Against the Zero

The Case Against the Zero

Read the above article.  Then, in the below comment section, answer the question:

What problems with traditional K-12 grading practices does this article raise?  

Please be sure to cite one phrase, sentence, or chunk of text as supporting evidence.

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1,106 thoughts on “Step 2 A: The Case Against the Zero

  1. Hernesto Meza says:

    The author brings up a great point when they write, about the point differences between an A and a B being ten points but leaving a wide range of 0-59 for an F. I believe that this has the potential to set students back tremendously. By leaving such a wide gap for an F there is a higher probability of students receiving an F than a passing grade. A 100 point scale while being convenient for mathematical purposes does not truly inform students about their learning. receiving a zero on an assignment but then subsequently turning in two assignments in which I get 100 points still only allows me to receive a grade of 66 percent, basically still giving the student a D though potentially the student has demonstrated that they are performing well. If we do this math, continuously a student needs to complete 9 assignments and get 100 points if they miss one assignment in order to get an A. This is unfair and unmotivating because missing one assignment makes climbing up that mountain much more difficult. If I was that students I would be very frustrated.

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  2. Cris says:

    “The Price of freedom is Proficiency.” Just because a student doesn’t turn in or complete an assignment doesn’t mean he/she warrants a failing grade.So, that student is proficient but, there maybe circumstances beyond their control where they can not complete the given assignment.

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  3. Harmony4681 says:

    What problems with traditional K-12 grading practices does this article raise?
    Teachers’ views on grading need to be further explored. Often, we give our students grades that make sense to us and its a familiar method of determining a final grade. We don’t want to crush students’ hope of succeeding in school, but rather provide a way to help them see how they can improve. This requires teacher to change their way of thinking about grades. It’s not always easy to change from the familiar to the new. We don’t want to encourage failure, but rather perseverance of a challenging task.
    “There is, of course, an important difference. Sentences
    at Siberian labor camps ultimately come to an
    end, while grades of zero on a 100-point scale last forever.
    Just two or three zeros are sufficient to cause failure
    for an entire semester, and just a few course failures
    can lead a student to drop out of high school, incurring
    a lifetime of personal and social consequences.”

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  4. Mor says:

    There are many obstacles why a student can’t finished or complete their assignments. Before failing a student a teacher must find out what tools his or her student needed it to be successful in completing their assignment.

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  5. Harmony072004 says:

    “There are two issues at hand. The first, and most important, is to determine the appropriate consequence for students who fail to complete an assignment. The most common answer is to punish these students. Evi- dence to the contrary notwithstanding, there is an al- most fanatical belief that punishment through grades will motivate students.” If we give a zero to a student because he failed to complete an assignment is punishment. What is more important? When the students turns in the assignment or if the student understand the assignment? I believe the student should be given another chance since many times they lack the resources necessary to complete their assignments.

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  6. “To insist on the use of a zero on a 100-point scale is to assert that work that is
    not turned in deserves a penalty that is many times more severe than that assessed for work that is done wretchedly and is worth a D.”
    This is definitely a problem in teaching, where teachers do want to punish a student with a bad grade.

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