Case Title: 2. Rethinking Grading Part 2

Element Title: What's an A? (3 of 13)

Element Title: What's an A? (3 of 13)

Can you use percentages. Sure, but just be aware and upfront with the drawbacks and think oyur policies through. I will say that starting your grading discussions with percentages and cutoffs is THE WORST THING YOU CAN DO! There is a certain amount of error in measurement (which is why we often convert percentage grades into a letter grade or GPA point).

Rather than focusing on percentages, perhaps we should consider what does the evidence look like that would place a student in a particular performance tier. Figure out the points and stuff afterwards. Take the PISA assessment for example. They define achievement in 6 levels:

**At Level 1** students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are obvious and follow immediately from the given stimuli.

**At Level 2** students can interpret and recognise situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions. They are capable of direct reasoning and making literal interpretations of the results.

**At Level 3** students can execute clearly described procedures, including those that require sequential decisions. They can select and apply simple problem solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They can develop short communications reporting their interpretations, results and reasoning.

**At Level 4** students can work effectively with explicit models for complex concrete situations that may involve constraints or call for making assumptions. They can select and integrate different representations, including symbolic, linking them directly to aspects of real-world situations. Students at this level can utilise well-developed skills and reason flexibly, with some insight, in these contexts. They can construct and communicate explanations and arguments based on their interpretations, arguments, and actions.

**At Level 5** students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterisations, and insight pertaining to these situations. They can reflect on their actions and formulate and communicate their interpretations and reasoning.

**At Level 6** students can conceptualise, generalise, and utilise information based on their investigations and modelling of complex problem situations. They can link different information sources and representations and flexibly translate among them. Students at this level are capable of advanced mathematical thinking and reasoning. These students can apply this insight and understandings along with a mastery of symbolic and formal mathematical operations and relationships to develop new approaches and strategies for attacking novel situations. Student at this level can formulate and precisely communicate their actions and reflections regarding their findings, interpretations, arguments, and the appropriateness of these to the original situations.