District actions to improve electronic grading system use: clarify formative/summative guidance, build mastery-based best-practice communities, and update grading standards with professional development¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on observed variability in Gradebook use, the report recommends that CPS clarify grading practices around formative and summative assessments, help mastery-based grading teachers form a best-practices community, explain weighting options and Total Points Logic, update the CPS/CTU Grading Standards, and extend analysis to other subjects and grades. It states "Teachers using mastery-based grading may want to create their own best-practices community."

Design Implications¶

Context¶

Requirements¶

• District and school staff engagement with the grading system (now ASPEN) and its configuration choices

Constraints¶

• The report notes greater consistency in grading practices is not necessarily desirable; it recommends communication rather than uniformity

Target Learners¶

• CPS ninth-grade math students
• CPS principals, teachers, and network and central office staff

Target Learning Goals¶

• Consistent, well-understood grading practices and student grade improvement opportunities

Related Strategies¶

• Standards-/Mastery-Based Grading

Examples¶

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Key Sources¶

• Diaz, B., & Easton, J.Q. (2021). CPS Gradebook Technical Report. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/CPS-gradebook-technical-report