The OPS grading scale is lacking. While it’s meant to assess student performance and provide a basis for evaluation, it often falls short of recognizing the consistency of students’ efforts. Instead of incentivizing hard work, it simply averages grades, leaving students feeling unmotivated and frustrated.
Formatives, typically general assignments, make up 35% of a student’s grade, while summatives like tests and finals, comprise 65%t Seems straightforward, right?
Not quite. The issue lies in the formula; the formula calculates the student’s grade by multiplying the average of formative assessments by 35% and adding it to the average of summative assessments multiplied by 65%. It doesn’t consider the number of assignments, rendering the number of formatives irrelevant.
OPS states on its website that a 4:1 ratio of assignments in these categories is highly suggested. Unfortunately, this is sometimes not followed because, for instance, English has multiple standards at which they need to assess students. Therefore, the formatives may often exceed the 4:1 ratio, allowing for a discrepancy between classes. So, a student with many A’s on formatives but a singular F on one summative could still end up with a disappointing grade of a D. This isn’t fair.
I propose a simple adjustment to the grading formula. The new system boosts the weighted value of formatives compared to summatives based on the number of assignments. If tons of formatives get graded, that 35% will transform into a higher value, capping out at 50%.
This ensures that while formatives never outweigh summatives, they hold more weight when they are numerous. The rationale incentivizes consistent effort and rewards the completion of excessive assignments.
Below is a chart that shows the ratio of formatives to summatives and the change in weight. For example, five formatives to one summative is roughly 36% to 64%, thus giving the formatives more value than their initial 35% of the grade.
Most teachers stick to a ratio of four formatives to one summative, so the proposed adjustment won’t be a drastic change. Some students may dislike the switch to a system that doesn’t prioritize testing and finals. However, it will impact those who consistently work hard, giving a more accurate representation of student responsibility through its ability to regulate excess assignments and better prepare students for the working world. After all, in a job, consistency is key. With this minor adjustment, OPS can directly equip students for success beyond the classroom.
By altering the weight based on the number of formatives, we create a more regulated class, allowing for a fairer distribution of assignments that motivates students to be more productive and responsible. There will be no more overwhelming loads of assignments with little value. Instead, students will see the direct impact of their efforts on their grades.
In conclusion, this proposal aims to improve grading in OPS, fostering fairness, productivity and preparation for the real world. So, let’s embrace change and pave the way for a brighter future in education.
