They remake the note.
The city’s education ministry wants schools to rethink honor rolls and class rankings because they are “detrimental” to some children, according to the new scoring guidelines.
“Recognizing student excellence through honor rolls and class ranking can be detrimental to learners who find it more difficult to succeed in their studies, often for reasons beyond their control,” the document said.
The DOE wants schools to expand recognition to include “contributions to the school or the wider community, and displays of social justice and integrity.”
This review is part of a larger set of scoring imperatives that seek to anchor and deepen a new concept of student assessment.
“Grades are not only a reflection of student performance, but can be self-fulfilling prophecies,” the document says. “Influencing the future performance of students either directly through their psychological impact or indirectly through educational decisions, course placement and orientation in post-secondary options.” “
The DOE wants to place more emphasis on evidence of progress and mastery of individual “learning goals” rather than on the cumulative quality of assignments and tests.
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If a new exam score shows improvement, the DOE advises teachers to ignore or reduce the influence of the previous demonstration.
“Rather than just averaging the two assessments, replacing the score or part of the score is a more valid measure of student achievement,” the guide says.
The DOE said overall performance is taken into account.
“We have the highest academic standards for our children,” spokesperson Sarah Casasnovas said. “Our grading policy reflects pre-pandemic expectations and, as always, student grades are primarily based on academic progress and performance.”
Head of parents Rasheedah Brown Harris applauded the approach.
“We can’t overlook the fact that people are going through a lot,” she said. “We are talking about loss of learning when people are trying to survive. We want to make sure they learn the general concepts. We can’t be too concerned with the detail of the tests and marks. “
Deborah Alexander of Community Education Council 30 in Queens worried that reducing the impact of work throughout the year could discourage performance.
“What are we telling them? She asked. “That the process doesn’t matter as long as you get the material at the end.”
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The guidelines also reiterated that “no-mastery” measures such as behavior, attendance and participation should not impact grades.
Given the pandemic disruptions, the DOE said these categories are often affected by personal circumstances that are not under the control of students.
Staff members should “minimize the effects of bias and eliminate practices that penalize students who have been marginalized because of their race, culture, language and / or ability.”
The DOE also wants teachers to cede some authority over learning goals and proficiency markers to students and parents.
Educators are advised “to invite students and families to make meaningful contributions and participate in decision-making about how students will learn and demonstrate mastery of course objectives and co-create course objectives. learning with teachers ”.
While she said she supports the collaboration, Alexander said the concept of DOE undermines their professional authority.
“We send our children to schools to benefit from the value of teachers and their expertise,” she said.
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Brooklyn College and CUNY Grad Center education professor David Bloomfield has said he supports the spirit of the new guidelines in light of the ongoing coronavirus upheavals.
“We’re all trying to figure out what to do about the ratings,” he said. “There is no way of knowing what is going to promote or inhibit performance.”