Attitudes, Habits and Effort Matter
How do we ensure that grades are a true representation of what students know and can do? The research of Dr. Thomas Guskey, Lee Ann Jung, and Myron Dueckis is challenging teachers to rethink some common grading practices that may be contributing to an inaccurate picture of students’ proficiency. In addition to academic achievement grades, student's work habits, initiative, collaboration and citizenship are assessed on a "non-achievement rubric."
- Work quality: Applies subject appropriate conventions
- Work completeness: Meets established criteria for presentation of work. Completes all parts of assigned tasks with attention to detail.
- Work punctuality: Meets established due dates without prompting. Prioritizes, plans and manages work without oversight.
- Self-advocacy: Asks questions as needed to further learning. Communicates with teacher to facilitate individualized expectations.
- Reflection: Explores and reflects on work to expand learning.
- Persistence: Continues to work through challenges.
- Team Work: Collaborates in a productive, inclusive and respectful manner
- Inclusion: Engages effectively in a variety of settings with peers and teacher.
- Participation: Actively and appropriately engages in classroom activities without redirection
- Integrity: Displays academic honesty
- Conduct: Follows classroom and school expectations without redirection
- Respect: Uses and returns school materials properly without redirection. Acknowledges other perspectives and disagrees diplomatically