All especially graded assignments, tests, quizzes, etc. should include questions as well as students’ answers. Quality Assurance Grading would facilitate the Corrective Grading process or that of providing the correct answers and procedures, where feasible, to missed problems (and in distinctive, preferably red ink), for the purpose of reinforcement, particularly where students would and should be required to solve and demonstrate mastery of other similar problems.
Customized Homework Assignments
Customized homework assignments juxtapose corrective grading could practically eliminate the need for additional tutoring or summer school as a remedy for grade retention.
Instructor Prepared/Typed Versus Question-less Assignments
As a best practice, instructors should prepare and preferably type assignments as much as is reasonably possible rather than administering tests, quizzes, and/or other assignments where students must provide answers without writing the questions, and whereas writing questions detracts from allotted assignment or testing completion time.
The Harmlessness of Returning Graded Assignments
Some instructors and school officials have raised concerns as with the returning of especially graded tests under the rationale that the tests would possibly be viewable by other students who are bound to take them. It is notable, however, that proctors and/or instructors are always present during student testing. Additionally, particularly during standardized tests, students are often and should always be disbursed different versions of the same examination where the arrangement of questions and answers vary from test to test. It is also notable that, as a rule of thumb, students are privy to test answers preceding testing.
Another concern that has been raised is the possibility that test answers may be compromised once they are returned. Notwithstanding, if a student must return a graded assignment after viewing or perusal the student should be privileged to a photocopy of that test or assignment. If a student is tested from a booklet, a photocopy of the booklet or relevant portion should be disbursed to the querying student and/or parent, stapled to the examination that is to be returned.
Semester-End Demonstrable Competency Based Grading and Promotion
Students should be privileged to supplemental testing of previously un-mastered or failed course material prior to cessation of the relevant grading period; the scores of these tests should be tallied into final grade averages.
A student’s repeat of a class when they are capable and demonstrate mastery of previously un-mastered material within a given academic term is basically redundant and imprudent in that it squanders school resources and funds. Failure is not truly failure where it is reversed within a given academic term and/or school year.
Quality Assurance grading would ultimately help to ascertain that students are graded fairly and accurately by providing a direct point of reference for reviewers, while Corrective Grading and Semester-End Demonstrable Competency Based Grading and Promotion would significantly decrease episodes of student failure and retention…