One of these new ideas was the use of formal progress evaluations of students' work, in which teachers wrote down the skills each student had mastered and those on which additional work was needed. The teacher reported students' learning progress orally to parents, usually during visits to students' homes.Īs the number of students increased in the late 1800s, schools began to group students in grade levels according to their age, and new ideas about curriculum and teaching methods were tried. Throughout much of the nineteenth century most schools grouped students of all ages and backgrounds together with one teacher in one-room schoolhouses, and few students went beyond elementary studies. In fact, prior to 1850, grading and reporting were virtually unknown in schools in the United States. Grading and reporting are relatively recent phenomena in education. Reporting is the process by which these judgments are communicated to parents, students, or others. They might be letter grades such as A, B, C, D, and F symbols such as &NA +, &NA, and &NA − descriptive words such as Exemplary, Satisfactory, and Needs Improvement or numerals such as 4, 3, 2, and 1. Both imply a set of symbols, words, or numbers that are used to designate different levels of achievement or performance. Although some educators distinguish between grades and marks, most consider these terms synonymous. Through this process, various types of descriptive information and measures of students' performance are converted into grades or marks that summarize students' accomplishments. It involves the collection and evaluation of evidence on students' achievement or performance over a specified period of time, such as nine weeks, an academic semester, or entire school year. In essence, grading is an exercise in professional judgment on the part of teachers.
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