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and then there are the sped kids. I do think that assessments measure students' individual mastery/learning of content. But -- I've had students who visibly shake during exams. One particular student knew what she was doing -- she eagerly and regularly participated in class discussions showing that she got it. She asked questions that showed me she knew what she was doing yet, during tests, she fell apart. Her hands shook, she stuttered when asking me questions, and she scored very poorly on the test. In that case, anecdotal evidence justified changing her grade from the hard cold numbers.
I have another student who tries his best to do the work but just can't do the math. Really, he shouldn't be in my class due to not meeting prerequisites. Although I tried to have him placed in a lower level class where he had a chance of at least being on level with his classmates, the parents overroad my recommendation. Yeah, I could bubble the F based on the raw numbers, that would show the parents all right! But, I respect the fact that this kid has struggled and tried, done well on a few quizzes, been willing to come in after school for help and to explain the general idea of the assignment without the operational math that holds him back. He will not fail.
But -- there is so much copying of homework that I can't really take those grades seriously. I have a boss who judges me by the number of failures. One way I can justify to him that kids don't deserve a passing grade is a large number of missing assignments and low scoring assignments.
Next year... we have changed the preresquisite for my class from simple passing Algebra and Intro Physics to actually getting a C or better. This is in line with other districts in the area. Based on this new requirement, that made it through the admins and board (!), we have moved 30 kids who registered for my class to the lower level class. The kids and their parents don't know about it yet and I anticipate a lot of flak. But, I have 6 years of numbers to show that kids without those prereqs generally don't do better than a D. It's a way of raising the standards and telling kids to stop screwing off and get to work. This will help the regular chem classes go more at grade level and raise the level of the lower level applied chem course. That's the plan. Of course, parents have the right to override us -- and I think I will play super-hard ass next year about grades.
Problem is, I'm a softie at heart, one of those bleeding heart libruls who, in the end, caves. Once I get tenure in the district, I can buck the admins and not cave. One more year, then I'm safe. Yeah it's a compromise, but that's how the game is played. Too many teachers have lost their jobs this year due to budget cuts by our irresponsible repug legislature for me to buck the system. I couldn't get a job subbing because of all the unemployed people now filling the sub rosters.
Sorry for the long response.
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