Potsdam grading policy benefits lazy students
Tuesday, June 15, 2010 - 2:19 pm

After reading a recent Letter to the Editor (“Use Of Zeros Is Counterproductive,” June 9-15), and being a teacher for 20-plus years, I have just one question: How do you suggest we evaluate students’ performance when they consistently skip the assessment?

Say a teacher gives 40 assessments. It usually is good practice to give at least one per week per subject area.

Let’s just say the student only shows up for half of them.

Are you saying this student has achieved the same level of comprehension as the student that took them all?

As the end of the school year quickly approaches, I am finding myself with this exact dilemma. Students have missed assessments and have never made them up.

Oh yes, I have warned them, completed discipline referrals, and even called home. (Maybe I should have told them you would make them do it.)

These students still don’t make them up. They know it will adversely affect their grade, and keep blowing it off.

So now I have to omit these assessments from my grade calculations when I evaluate them and their grades are going to be grossly inflated.

I know they do not know the material but they insist on skipping the assessments.

I’ll follow policy, but I’m sorry, this sucks!


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