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Jo Dee (jodee)
Board Administrator
Username: jodee
Post Number: 181
Registered: 06-2002
| | Posted on Saturday, March 29, 2003 - 07:09 pm: |     |
Now on to your comments/questions. I've never used grades. I want my children to do their best just because that's what you are to do - your best. I remind them that God expects us to always do our best. I also explain that their best may not be perfect (I have one perfectionist, my oldest, but she's doing better at coping with that), and usually isn't perfect. If they could do everything perfect the first time, they don't need to be learning it, they already know it!
I want them to do their best at everything, not just learning. I want them to enjoy learning, too. If they have to "work" for a grade, how fun is that?
That said, I do give a percentage grade to my oldest when she does a test. I've started giving her tests in a few subjects for the practice. I know that if she decides to attend college, she will need to practice it. Starting this year (7th grade) I've started giving her grammar (Easy Grammar), math (Math-U-See), and science (Apologia) tests. What I like about each of these subjects is the materials I use. Grammar and science have reviews that will help you know what type of questions will be on the test. Doing the reviews is all you need to do to prepare. Math basically goes over the concept just learned, and if you could do the worksheets, you can do well on the test.
In regard to rewards, I've heard many discussions on this. Some say you have to reward to encourage them to want to do well, others say rewards take away from them wanting to do it just for the reward of learning, etc. My take - God rewards us, sometimes now in this life, sometimes not until heaven. I don't have a set reward guide, but I'll just surprise them with a reward. When they ask what it's for, I say, "Because I love you!" I may also mention something about them finally understanding a concept or being a good worker, but my main reason is because I love them and I want them to know it.
I'll be posting some comments on a trip we took this past week in the Moore Formula Main Discussion area. They actually did something educational and enjoyed it, no reward was expected or received.
Jo Dee
Nothing takes God by surprise! |
Jo Dee (jodee)
Board Administrator
Username: jodee
Post Number: 180
Registered: 06-2002
| | Posted on Saturday, March 29, 2003 - 06:55 pm: | |
In regard to the grading thing, my Moore Formula Manual says the same thing for grades 4-6 stating the O, S, SM, etc. as an optional grading format. I do know that changes have been made to the manual (I got mine soon after it first came out) and we had a discussion as to if we could get update pages. I don't know what all has changed, though.
Jo Dee
Nothing takes God by surprise! |
Susan (susan)
Moderator
Username: susan
Post Number: 157
Registered: 05-2002
| | Posted on Saturday, March 29, 2003 - 06:00 pm: | |
Then the Moore Manual has been changed? Because my page E-27 says that this is a viable grading system option through 6th grade.
Susan
Susan McGlohn
Homeschooling 9 years and counting 
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Sonja B (sonja)
Intermediate Member
Username: sonja
Post Number: 10
Registered: 02-2003
| | Posted on Saturday, March 29, 2003 - 05:51 pm: | |
Actually, Susan, the O=Outstanding, etc. is usually used for grades K-3 and the typical A, B, C, etc. grades are for grades 4 through highschool. That is consistent with most schools, and that is what we do and suggest as counselors for Moore Academy. |
Susan (susan)
Moderator
Username: susan
Post Number: 156
Registered: 05-2002
| | Posted on Saturday, March 29, 2003 - 05:44 pm: | |
The Moores feel that grades are unnecessary unless you are going to be putting your child into school, and then you might want to get them used to the idea, and they explain how to figure it all out. And some school districts require parents to keep grade records.
BUT the Moores have their own way of grading.
First of all, they say the student should be allowed enough time to complete his work until it can be graded with at least a C. If he cannot obtain at least that level, then he doesn't understand the subject matter, and it is probably not right for him.
When grading projects, the Moores suggest the following criteria:
A =
1. Displays a cooperative, cheerful, and enthusiastic attitude.
2. Shows initiative and works independently.
3. Show a thorough understanding of the subject.
4. Completes projects with high-quality form and language
skills.
B =
1. Shows a cooperative, pleasant attitude most of the time.
2. Usually shows initiative and works independently at least some of the time.
3. Understands most of the assignments.
4. Completes the projects but exhibits some errors and delays in finishing the work.
C =
1. Demonstrates a pleasant attitude in doing assignments PART of the time.
2. Sometimes needs to be reminded to do the work and has difficulty doing work promptly.
3. Does not readily understand all subject content, but perseveres until he gains understanding.
4. Completes projects most of the time, but sometimes does careless or poorly written work.
In the above list, the 1's refer to attitude, the 2's refer to degree of independence, the 3's refer to understanding/comprehension, and the 4's refer to quality of the work.
Then they give a percentile grading system, for those subjects which are quantitative, such as math.
Write the number correct over the number possible, and divide. That will be your percent grade.
A = 91% - 100%
B = 80% - 90%
C = 65% - 79%
N = No Report
I = Incomplete
For the children who are not anticipating returning to a regular classroom, the Moores suggest this optional grading scale:
O = Outstanding - shows excellent progress, applying skills and knowledge in all areas.
S = Satisfactory - Student is making satisfactory progress toward instructional goals.
SM = Satisfactory for Maturity level - but needs more time to mature to be able to handle the subject matter.
N = No report included to verify grade. (Used only by MA Counselors)
(*) = No instruction given in this area
Discussion/Confession/Questions (from our first discussion a couple years ago!):
1. Have any of you been tempted to give report cards? Or keep grades? Why did you want to do this?
2. Do you plan on putting your children in school at some point?
3. How do your children react to less than perfect grades, if you do grade?
4. Have you discovered any alternatives to grades that work for your family?
5. What about rewards of some kind, such as stickers, small tokens, etc. for work well done? Do you use these at all?
My own reasons were because I wanted something to show people, to show off and to justify my home schooling. When I realized that was my reason, I decided against keeping grades at all. My pride needed to be slain.
Now I am tempted because of all the things report cards could "get" for my kids...One thing I have thought about is that many of the children's friends get special rewards at various restaurants and stores for having good report cards, and my children feel left out because they don't get report cards. A dumb reason to print one out with arbitrary marks, but if I was already keeping grades and using a definite list of criteria to reach those grades, I might allow it. They would certainly love the free ice cream and other benefits.
Another reason would be so that my kids would have something to show to grandma and grandpa, and I think my parents would like having something to ooh and aah over once in a while....kind of reaffirming for them as well, you know.
My third reason lately has been to help my children objectively evaluate their own work. I thought of having them grade their own work, in the areas of Attitude, Quality, and Independence, and Understanding. If they had a reasonable outline such as the Moores suggest, perhaps they could judge for themselves.
My children tend to be their own toughest critics, so perhaps that wouldn't work either...
When we first started home schooling, I would grade my daughter's worksheets. She would throw a temper tantrum if she missed one out of 20. It didn't matter that 19 would be correct, she was mad about the one mistake. She wanted to change the answer so that she could have a perfect paper. Then if I allowed her to change the answer, she would erase my mark and write A+ at the top. She still writes A+ at the top of all her papers, even though it doesn't mean anything anymore.
Perhaps self-grading for those four intangible areas, instead of right and wrong, would help her become self-controlled and accountable for her own behavior.
Although I don't plan on putting them in school ever, I thought that perhaps a class at the church's home school co-op would be okay next year for Sarah, maybe for a foreign language or something along those lines. She is very curious about what school is like, and I thought that way at least I am still in control of her learning, and she can see what sitting in a classroom is like.
I have used rewards in the past, and now, for major accomplishments, but not for every day work. Sometimes it is a trip to a favorite place, like the park, or a visit to our cousins at the completion of a project. Sometimes it is something like a candy bar or other small token for finishing reading a chapter book, or completing a math workbook. Usually there is no time limit put on them, but they know that when they do finish, they may have the reward.
Anyway, I look forward to hearing your thoughts about this topic, and how and why and for what you grade your children's work.
Ok, now for a current assessment:
WOW! Reading what I typed a couple years ago is really incredible. We have come to a place in our schooling where grades are so irrelevant it is very surreal to think I was ever at a place where I even considered it.
I think now I would ask a discussion question such as:
1. Why do you feel that grades/grading is or is not important?
I have read and re-read many books lately about unschooling and child-led learning, and have realized that most of my children’s learning takes place outside the box of formal learning, where grading would only limit and destroy their natural love of exploring their interests. If a person is doing what they love, they don’t care what other people think about it.
For instance, the other day I took my kids to the park the other day, and they went hunting tadpoles in the muddy creek. Every once in a while they came running back to the picnic table where the moms were all chatting away to show me something or tell me something. When we got home, they wanted to go to the creek near our house to get more water for their tadpole habitat, so I helped them locate a bucket, suggested they think about how heavy a full 5 gallon bucket would be heavy to lug home (they decided to use the little red wagon), drove my daughter and littlest son to the pet store to get the gravel and the fish food to feed them (and while there let the 5yo see everything he wanted to see), and then when they excitedly called to me to come see the finished habitat, to marvel that they were able to create such a wonderful home for their little critter.
How would I possibly put a grade on that experience? Why would I want to?
Susan McGlohn
Homeschooling 9 years and counting
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